| Course Code | Class Code | Assignment Title | Total Points |
| ECE-460 | ECE-460-O500 | Assessment Alignment and Pre-Assessment | 30.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Standards and Objectives | 15.0% | Not addressed. | The objectives are inadequately aligned with the state standards or are not developmentally appropriate for students specified. | The objectives are adequately aligned with the state standards and are appropriate for students specified. | The objectives are clearly aligned with the state standards and are developmentally appropriate for students specified. | The objectives are expertly aligned to state standards and are developmentally appropriate for students specified. |
| Pre-Assessment | 20.0% | Not addressed. | Pre-assessment is incomplete or fails to assess student knowledge prior to instruction. | Pre-assessment moderately assesses student knowledge prior to instruction. | Pre-assessment reasonably assesses student knowledge prior to instruction. | Pre-assessment skillfully assesses student knowledge prior to instruction. |
| Scoring Criteria | 20.0% | Not addressed. | Scoring criteria is incomplete or flawed in measuring student performance and distributing scores. | Scoring criteria is basic in measuring student performance and distributing scores. | Scoring criteria for measuring and categorizing how students performed on the pre-assessment are effective. | Scoring criteria for measuring and categorizing how students performed on the pre-assessment are well organized and specific. |
| Differentiation | 25.0% | Not addressed. | How pre-assessment data could be used to modify and differentiate instruction for all students is unclear. | How pre-assessment data could be used to modify and differentiate instruction for all students is given basic consideration. | Explanation of how the pre-assessment data could be used to modify and differentiate instruction for all students is logical. | Explanation of how the pre-assessment data could be used to modify and differentiate instruction for all students is thoughtful. |
| Mechanics of Writing (includes spelling, punctuation, grammar, 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. | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
denamoon21
Rubric_Print_Format.xlsx
