| Course Code | Class Code | Assignment Title | Total Points |
| ECE-520 | ECE-520-O500 | Clinical Field Experience A: Data Informed Lesson Planning | 25.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Data-Informed Decision-Making and Data Organization Systems | 25.0% | Not addressed. | Poorly explains how the teacher utilizes data-informed decision-making and data organization systems to create lesson plans. | Inexplicitly explains how the teacher utilizes data-informed decision-making and data organization systems to create lesson plans. | Clearly explains how the teacher utilizes data-informed decision-making and data organization systems to create lesson plans. | Innovatively explains how the teacher utilizes data-informed decision-making and data organization systems to create lesson plans. |
| Collected Data | 20.0% | Not addressed. | Ineffectively describes how the mentor teacher collects data on individual students to create instruction to meet the needs. | Vaguely describes how the mentor teacher collects data on individual students to create instruction to meet the needs. | Accurately describes how the mentor teacher collects data on individual students to create instruction to meet the needs. | Extensively describes how the mentor teacher collects data on individual students to create instruction to meet the needs. |
| Strategies and Lesson Plans | 25.0% | Not addressed. | The benefits of creating lesson plans that are inaccurately aligned to the learning objectives and incorrectly serve the learning needs of students. | The benefits of creating lesson plans that are ambiguously aligned to the learning objectives and weakly serve the learning needs of students. | The benefits of creating lesson plans that are clearly aligned to the learning objectives and correctly serve the learning needs of students. | The benefits of creating lesson plans that are expertly aligned to the learning objectives and comprehensively serve the learning needs of students. |
| Organization | 15.0% | Not addressed. | 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 could be organized better even though it provides the audience with a sense of the main idea. | 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. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 15.0% | 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% |
Lynette89
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