Classroom mangement

1 No submission 0.00%

2 Insufficient 65.00%

3 Approaching 75.00%

4 Acceptable 85.00%

5 Target 100.00%

100.0 %Criteria

40.0 %Procedures

Not addressed.

Procedures are overly simplistic and/or are unclear in describing student expectations and how each procedure would be taught to the class.

Procedures are adequate for the identified class of students. They are simple but clear in describing student expectations and how each procedure would be taught to the class.

Procedures are sound for the identified class of students. They are satisfactory in describing student expectations and how each procedure would be taught to the class.

Procedures are well-developed, skillfully and thoroughly describing the student expectations and how each procedure would be taught to the identified class. They are well-suited for meeting the physical and developmental needs of students.

100.0 %Criteria

40.0 %Step-by-Step Process

Not addressed.

Step-by-step process does not demonstrate an understanding of the task or a strategy was not developed to teach and practice each procedure.

Step-by-step process demonstrates an adequately understood and acceptable strategy was developed to teach and practice each procedure.

Step-by-step process demonstrates that the task is soundly understood and a feasible strategy was developed to teach and practice each procedure.

Step-by-step process demonstrates that task was analyzed and readily understood and an efficient and feasible strategy was developed to teach and practice each procedure.

100.0 %Criteria

10.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

100.0 %Criteria

10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

100 %Total Weightage