| Course Code | Class Code | Assignment Title | Total Points |
| SEC-590 | SEC-590-O101 | STEP Standard 3 - Assessment and Data Literacy | 30.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| % Scaling | 100.0% |
| Pre-Test and Scoring Criteria | 20.0% | Not addressed. | Pre-test is incomplete or inadequately identifies unit topics and fails to assess student knowledge and abilities prior to instruction. Scoring criteria is incomplete or flawed in measuring student performance and distributing scores. | Pre-test inexplicitly identifies unit topics and minimally assesses student knowledge and abilities prior to instruction. Scoring criteria is partially incomplete or inconsistent in measuring student performance and distributing scores. | Pre-test clearly identifies unit topics and reasonably assesses student knowledge and abilities prior to instruction. Scoring criteria for measuring and categorizing how students performed on the pre-assessment are clear and reasonable. | Pre-test comprehensively identifies unit topics and realistically assesses student knowledge and abilities prior to instruction. Scoring criteria for measuring and categorizing how students performed on the pre-assessment are well organized and fair. |
| Pre-Test Data and Whole Class Analysis | 15.0% | Not addressed. | Data presented in the table is unclear or inaccurate. Proposed changes to standards, learning goals, and objectives based on data are incomplete or inappropriate for meeting student needs. | Data presented in the table are lacking clarity and/or accuracy. Proposed changes to standards, learning goals, and objectives are based on partially incomplete data or do not fully address student needs. | Data presented in the table are accurate. Proposed changes to standards, learning goals, and objectives are based on sound and reasonable data for meeting student needs. | Data presented in the table are clear and accurate. Proposed changes to standards, learning goals, and objectives are based on thoughtful data and advantageous for meeting student needs. |
| Pre-Test Data: Whole Class Impact on Planning, Delivery, and Assessment | 15.0% | Not addressed. | Description of data's impact on planning, delivery, and assessment is unintelligible. | Description of data's impact on planning, delivery, and assessment is missing key details. | Description of data's impact on planning, delivery, and assessment is logical and appropriate. | Description of data's impact on planning, delivery, and assessment is thorough and compelling. |
| Post-Test and Scoring Criteria | 20.0% | Not addressed. | Post-test is incomplete or inadequately identifies unit topics and fails to assess student knowledge after instruction. Scoring criteria is incomplete or flawed in measuring student performance and distributing scores. | Post-test inexplicitly identifies unit topics and minimally assesses student knowledge after instruction. Scoring criteria is partially incomplete or inconsistent in measuring student performance and distributing scores. | Post-test clearly identifies unit topics and reasonably assesses student knowledge after instruction. Scoring criteria for measuring and categorizing how students performed on the post-assessment are clear and reasonable. | Post-test comprehensively identifies unit topics and realistically assesses student knowledge after instruction. Scoring criteria for measuring and categorizing how students performed on the post-assessment are well organized and fair. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 30.0% | 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. Varieties 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% |
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