Applying Theories and Research-Based Best Practices

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Benchmark – Applying Theories and Research-Based Best Practices - Rubric

Learning Environment (B) 75 points

Criteria Description

C1.2

5. Target 75 points

Explanation of how to apply current and historical theories and research in second

language acquisition and developmental processes of language to construct a

learning environment that supports language and literacy development and content

area achievement for ELLs demonstrates higher-order thinking.

4. Acceptable 65.25 points

Explanation of how to apply current and historical theories and research in second

language acquisition and developmental processes of language to construct a

learning environment that supports language and literacy development and content

area achievement for ELLs is beyond surface application.

3. Approaching 55.5 points

Explanation of how to apply current and historical theories and research in second

language acquisition and developmental processes of language to construct a

learning environment that supports language and literacy development and content

area achievement for ELLs is underdeveloped or superficial.

2. Insufficient 51.75 points

Explanation of how to apply current and historical theories and research in second

language acquisition and developmental processes of language to construct a

learning environment that supports language and literacy development and content

area achievement for ELLs is insufficient or implausible.

1. No Submission 0 points

Not addressed.

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Language Processes (B) 75 points

Criteria Description

C1.4

5. Target 75 points

Description of language processes that facilitate and monitor ELLs’ language

learning in English is detailed and professional, and expertly includes all of the

following concepts related to interlanguage and language progressions:

positive/negative language transfer, overgeneralization, interference, and

fossilization.

4. Acceptable 65.25 points

Description of language processes that facilitate and monitor ELLs’ language

learning in English is clear and credible, and capably includes all of the following

concepts related to interlanguage and language progressions: positive/negative

language transfer, overgeneralization, interference, and fossilization.

3. Approaching 55.5 points

Description of language processes that facilitate and monitor ELLs’ language

learning in English is overly simplistic but does include the following concepts

related to interlanguage and language progressions: positive/negative language

transfer, overgeneralization, interference, and fossilization.

2. Insufficient 51.75 points

Description of language processes that facilitate and monitor ELLs’ language

learning in English is incorrect or does not include one or more of the following

concepts related to interlanguage and language progressions: positive/negative

language transfer, overgeneralization, interference, and fossilization.

1. No Submission 0 points

Not addressed.

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Research-Based Methods and Strategies (B) 60 points

Criteria Description

C1.3

5. Target 60 points

A minimum of three key research-based methods and strategies for utilizing the

native language and language transfer from L1 to L2 to support ELLs demonstrates

best practices for students.

4. Acceptable 52.2 points

A minimum of three key research-based methods and strategies for utilizing the

native language and language transfer from L1 to L2 to support ELLs is complete

and appropriate for students.

3. Approaching 44.4 points

A minimum of three key research-based methods and strategies for utilizing the

native language and language transfer from L1 to L2 to support ELLs does not

demonstrate best practices.

2. Insufficient 41.4 points

A minimum of three key research-based methods and strategies for utilizing the

native language and language transfer from L1 to L2 to support ELLs is incomplete

or inappropriate for students.

1. No Submission 0 points

Not addressed.

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Thesis, Position, or Purpose 21 points

Criteria Description

Communicates reason for writing and demonstrates awareness of audience.

5. Target 21 points

The thesis, position, or purpose is persuasively developed throughout and skillfully

directed to a specific audience.

4. Acceptable 18.27 points

The thesis, position, or purpose is clearly communicated throughout and clearly

directed to a specific audience.

3. Approaching 15.54 points

The thesis, position, or purpose is discernable in most aspects but is occasionally

weak or unclear. There is limited awareness of the appropriate audience.

2. Insufficient 14.49 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate

audience is evident.

1. No Submission 0 points

Not addressed.

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Development, Structure, and Conclusion 24 points

Criteria Description

Advances position or purpose throughout writing; conclusion aligns to and evolves

from development.

5. Target 24 points

The thesis, position, or purpose is coherently and cohesively advanced throughout.

The progression of ideas is coherent and unified. A convincing and unambiguous

conclusion aligns with the development of the purpose.

4. Acceptable 20.88 points

The thesis, position, or purpose is logically advanced throughout. The progression

of ideas is coherent and unified. A clear and plausible conclusion aligns with the

development of the purpose.

3. Approaching 17.76 points

Limited advancement of thesis, position, or purpose is discernable. There are

inconsistencies in the organization or the relationship of ideas. Conclusion is

simplistic and not fully aligned with the development of the purpose.

2. Insufficient 16.56 points

No advancement of the thesis, position, or purpose is evident. Connections

between paragraphs are missing or inappropriate. No conclusion is offered.

1. No Submission 0 points

Not addressed.

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Evidence 15 points

Criteria Description

Selects and integrates evidence to support and advance position/purpose; considers

other perspectives.

5. Target 15 points

Comprehensive and compelling evidence is included. Multiple other perspectives

are integrated effectively.

4. Acceptable 13.05 points

Specific and appropriate evidence is included. Other perspectives are integrated.

3. Approaching 11.1 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or

integration of other perspectives is present.

2. Insufficient 10.35 points

Evidence to support the thesis, position, or purpose is absent. The writing relies

entirely on the perspective of the writer.

1. No Submission 0 points

Not addressed.

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Format/Documentation 15 points

Criteria Description

Uses appropriate APA style and formatting to document sources in citations and

references.

5. Target 15 points

No errors in formatting or documentation are present. Selectivity in the use of

direct quotations and synthesis of sources is demonstrated.

4. Acceptable 13.05 points

Appropriate format and documentation are used with only minor errors.

3. Approaching 11.1 points

Appropriate format is attempted, but some elements are missing. Frequent errors

in documentation of sources are evident.

2. Insufficient 10.35 points

Appropriate format is not used. No documentation of sources is provided.

1. No Submission 0 points

Not addressed.

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Mechanics of Writing 15 points

Criteria Description

Includes spelling, capitalization, punctuation, grammar, language use, sentence

structure, etc.

5. Target 15 points

No mechanical errors are present. Skilled control of language choice and sentence

structure are used throughout.

4. Acceptable 13.05 points

Few mechanical errors are present. Suitable language choice and sentence

structure are used.

3. Approaching 11.1 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language

choice or sentence structure are recurrent.

2. Insufficient 10.35 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language

choice or sentence structure errors are found throughout.

1. No Submission 0 points

Not addressed.

Total 300 points

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