| Course Code | Class Code | Assignment Title | Total Points |
| TSL-532 | TSL-532-O500 | Models of Instruction for ELLs | 95.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Definitions (ESL Pull-Out, SEI, Bilingual models) | 25.0% | Not addressed. | The submission may be missing at least one definition of the three models mentioned or the definitions provided are mostly incorrect. Examples of when each of these models is appropriate may be incorrect. | The submission includes definitions of the three models mentioned that may not be completely accurate or the examples of when each of these models is appropriate may not be completely correct. | The submission includes adequate definitions of at least three of the models mentioned including explanations of when each of these models is appropriate. | The submission includes appropriate and concise definitions of at least the three models mentioned including specific and accurate explanations of when each of these models is appropriate. |
| Rationale | 25.0% | Not addressed. | The submission includes rationale that may not be associated with a particular district or the rationale may be incorrect or inappropriate. | The submission includes rationale for why one model would be beneficial for the district that is somewhat vague or undeveloped. | The submission includes adequate rationale for why one model would be beneficial for the district. Examples are provided. | The submission includes appropriate rationale for why one model would be beneficial for the district. Specific examples regarding the district are provided. |
| Analysis | 25.0% | Not addressed. | The submission includes an analysis regarding the implementation of a model, but the model may not be known or associated with a particular district. The analysis may be vague or incomplete. | The submission includes an analysis regarding the implementation of a known model, but the model may not be associated with a particular district. The analysis may need further development. | The submission includes an adequate analysis regarding the implementation of a known model in a particular district. | The submission includes a complete analysis that contains specific details regarding the realistic and practical implementation of a known model in a particular district. |
| Visual Appeal | 5.0% | Not addressed. | There are few or no graphic elements. No variation in layout or typography is evident. | Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. | Thematic graphic elements are used, but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently. | Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. |
| Organization | 5.0% | Not addressed. | The content is not organized. The ideas presented cannot be reconciled into a cohesive unit. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
| Research Citations (in-text citations, reference page, and type of sources) | 5.0% | Not addressed. | Many citations are missing where needed. References page includes numerous errors. Sources may not be credible. | Some citations may be missing or the citations do not support the submission. References page may include errors. Sources may not be appropriate for the submission. | In-text citations and References page have few errors. Sources are credible and appropriate for the submission. | In-text citations and References page are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. |
| Mechanics (spelling, punctuation, grammar, and language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
Royce0615
ModelsofInstructionforELLsRubric_Print_Format1.xlsx
