| Course Code | Class Code | Assignment Title | Total Points |
| SEC-502 | SEC-502-O500 | Benchmark – Philosophy of Education Draft | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Purpose of Education | 10.0% | Not addressed. | Includes an inadequate statement regarding the purpose of education. | Includes a statement regarding the purpose of education that could be presented more adequately. | Includes an adequate statement regarding the purpose of education. | Includes a well-thought statement regarding the purpose of education. |
| Meeting the Learning Needs of Diverse Students Using Standards-Based Instruction | 10.0% | Not addressed. | Includes an inadequate personal vision of meeting the learning needs of diverse students using standards-based instruction. | Includes a personal vision of meeting the learning needs of diverse students using standards-based instruction that could be presented more adequately. | Includes an adequate personal vision of meeting the learning needs of diverse students using standards-based instruction. | Includes an insightful personal vision of meeting the learning needs of diverse students using standards-based instruction. |
| Teacher as Leader and Advocate | 15.0% | Not addressed. | Perception of the role of the teacher as leader and advocate according to at least one ethical framework is inadequately conveyed. | Perception of the role of the teacher as leader and advocate according to at least one ethical framework could be more adequately conveyed. | Perception of the role of the teacher as leader and advocate according to at least one ethical framework is adequately conveyed. | Perception of the role of the teacher as leader and advocate according to at least one ethical framework is compellingly conveyed. |
| Reflecting on Personal Biases and Accessing Resources COE 4.2 | 20.0% | Not addressed. | Perception of the process of reflecting on personal biases and accessing resources to continually deepen an understanding of cultural, ethical, gender, and learning differences among students in order to create more relevant learning experiences is inadequately conveyed. | Perception of the process of reflecting on personal biases and accessing resources to continually deepen an understanding of cultural, ethical, gender, and learning differences among students in order to create more relevant learning experiences could be more adequately conveyed. | Perception of the process of reflecting on personal biases and accessing resources to continually deepen an understanding of cultural, ethical, gender, and learning differences among students in order to create more relevant learning experiences is adequately conveyed. | Perception of the process of reflecting on personal biases and accessing resources to continually deepen an understanding of cultural, ethical, gender, and learning differences among students in order to create more relevant learning experiences is thoughtfully conveyed. |
| Expectations of the Profession COE 4.5 | 20.0% | Not addressed. | The role of a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology is inadequately conveyed. | The role of a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology could be more adequately conveyed. | The role of a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology is adequately conveyed. | The role of a teacher in upholding the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy regarding the safe, legal, and ethical use of digital information and technology is thoroughly conveyed. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; 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. |
| Research Citations and Format | 5.0% | Not addressed. | Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. | Some citations may be missing or do not completely support the submission. References page may include errors. Some sources may not be appropriate for the submission. | All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. | All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within 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 are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | 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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