| Course Code | Class Code | Assignment Title | Total Points |
| ELM-555 | ELM-555-O500 | Clinical Field Experience C: Implementing Formative Assessment | 25.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Mini-Lesson Plan: Learning Activity and Instructional Strategy | 25.0% | Not addressed. | Mini-lesson plan template includes poor and irrelevant details related to content area, grade level, standard, learning objective, and unrealistic formative assessments before, during, and after instruction, with weak focus to practicum classroom. | Mini-lesson plan template includes vague and surface-level details related to content area, grade level, standard, learning objective, and partially proficient description of a learning activity and instructional strategy. | Mini-lesson plan template includes accurate details related to content area, grade level, standard, learning objective, and a detailed description of a learning activity and relevant instructional strategy. | Mini-lesson plan template is comprehensive and thorough with content area, grade level, standard, learning objective, and a well-developed description of a learning activity and insightful instructional strategy. |
| Mini-Lesson Plan: Assessments | 15.0% | Not addressed. | Mini-lesson plan includes unrelated and ineffective pre- and formative assessment questions. The formative assessment inadequately assesses understanding at the end of the lesson. | Mini-lesson plan includes basic pre- and formative assessment questions that are missing key details. The formative assessment vaguely assesses understanding at the end of the lesson. | Mini-lesson plan template is complete with adequate and relevant pre- and formative assessment questions, with a realistic formative assessment to assess understanding at the end of the lesson. | Mini-lesson plan template is complete with in-depth and well developed pre- and formative assessment questions, with a proficient formative assessment to assess understanding at the end of the lesson. |
| Clinical Field Experience Reflection | 15.0% | Not addressed. | Reflection includes an unfocused and irrelevant summary of the process of creating and implementing formative assessments, along with an explanation that is vague with limited details of the value of collecting and utilizing data for future instruction. | Reflection includes an overly simplistic and basic summary of the process of creating and implementing formative assessments, along with an explanation that is lacking details of the value of collecting and utilizing data for future instruction. | Reflection includes a clear and direct summary of the process of creating and implementing formative assessments, along with a realistic explanation of the value of collecting and utilizing data for future instruction. | Reflection includes a comprehensive and extensive summary of the process of creating and implementing formative assessments, along with a compelling explanation of the value of collecting and utilizing data for future instruction. |
| Clinical Field Experience Reflection: Future Professional Practice Application | 15.0% | Not addressed. | Responses on applying conclusions to practice is inappropriate and do not reflect growth and development as a professional. | Conclusions and applications to future practice are broad in detail and reflect minimal professional growth. | Conclusions and applications to future practice are thoughtful, taking into consideration needs of the students, and reflect professional growth. | Conclusions and applications to future practice are insightful, taking into consideration needs of the students, and clearly reflect growth and development as a professional. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 30.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/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. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Total Weightage | 100% |
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