| Course Code | Class Code | Assignment Title | Total Points |
| ESL-223N | ESL-223N-O101 | Benchmark - SIOP Presentation | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Historical Overview TESOL: 5.a.2 InTASC: 9(o) COE: 5.5 | 10.0% | Historical overview is not addressed. | Includes examples of educational policies that have shaped ELL instruction that are not presented accurately. | Includes examples of educational policies that have shaped ELL instruction that require further clarification. | Includes a historical overview of educational policies that have shaped ELL instruction. | Includes a succinct historical overview of the major educational policies that have shaped ELL instruction. |
| Socioeconomic, Political, Ethical, and Legal Influences TESOL: 1.b.4 InTASC: 2(d) COE: 6.1 | 10.0% | Socioeconomic, political, ethical, and legal influences on ELL instruction are not addressed. | Presentation includes descriptions of socioeconomic, political, ethical, and legal influences on ELL instruction that are vague or undeveloped. | Presentation includes descriptions of socioeconomic, political, ethical, and legal influences on ELL instruction. Some supporting details are provided. | Presentation includes a relevant and sufficient description of socioeconomic, political, ethical, and legal influences on ELL instruction. Some supporting details are provided. | Socioeconomic, political, ethical, and legal influences on ELL instruction are creatively presented. Appropriate supporting details are provided consistently. |
| SIOP Components: (utilizes the SIOP Components listed in the assignment and includes examples and benefits of each) | 30.0% | Fails to use the SIOP components. The presentation is missing many of the required SIOP components. | Fails to use all of the SIOP components. The presentation contains some of the required SIOP components. | Utilizes all of the SIOP components and some teaching examples and benefits are listed. | Utilizes all of the SIOP components. Teaching examples and the benefits of each of the SIOP components are correctly presented. | Utilizes all of the SIOP components. Creative teaching examples and the benefits of each of the SIOP components are correctly and concisely presented. |
| Ongoing Learning TESOL: 5.b.1 InTASC: 9(a), 10(f) COE: 5.6 | 10.0% | The importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in teaching is not included. | The importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in teaching is not clearly specified. | Includes an adequate reason for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in teaching. | Includes an appropriate reason for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in teaching. | Includes a clear and convincing reason for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in teaching. |
| Meeting the Needs of ELLs TESOL: 5.b.3, 5.b.5 InTASC: 10(i), 10(j), 10(k) COE: 5.3 | 10.0% | Considerations regarding: access to academic classes, resources, and instructional technology for meeting ELL needs are not included. | May be missing some considerations regarding: access to academic classes, resources, and instructional technology for meeting ELL needs or some of the considerations require further development. | Includes one consideration regarding: access to academic classes, resources, or instructional technology for meeting ELL needs that is either unrealistic or presented vaguely. | Includes considerations regarding: access to academic classes, resources, and instructional technology that are realistic and adequate for meeting ELL needs. | Includes considerations regarding: access to academic classes, resources, and instructional technology that are realistic and appropriate for meeting ELL needs. |
| Visual Appeal | 10.0% | There are few or no graphic elements. No variation in layout or typography is evident. | Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. | 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 or color are used well and consistently. |
| Organization and Cohesiveness | 10.0% | The presentation lacks a clear point of view and logical sequence of information. Sequencing of ideas is unclear. | The presentation is vague in conveying a point of view or does not create a strong sense of purpose. | The presentation is generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The presentation consists of a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. | The presentation gives the audience a clear sense of the main idea. Ideas universally progress and relate to each other. The logical progression of ideas and supporting information, exhibits unity, coherence, and cohesiveness. The organizational structure engages the audience. |
| Research Citations | 5.0% | No outside sources were used to support the assignment. | Few outside sources were used to support the assignment. Limited research is apparent. | Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness. | Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. | Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language 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. A variety of effective sentence structures are utilized. | Prose is completely free of mechanical errors. A variety of effective sentence structures are utilized. Writing is engaging and practice related language is utilized. |
| Total Weightage | 100% |
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