| Course Code | Class Code | Assignment Title | Total Points |
| SPD-501 | SPD-501-O101 | Careers in the Field of Special Education | 50.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Group 1 | 100.0% |
| Roles of Special Education Teachers | 30.0% | Not addressed. | Some of the roles of special education teachers are described inaccurately or incompletely. | Some of the roles of special education teachers could be described more accurately or completely. | Includes accurate descriptions of some of the roles of special education teachers. | Includes accurate and thorough descriptions of some of the roles of special education teachers. |
| Collaboration | 20.0% | Not addressed. | Includes examples of people with whom special education teachers do not collaborate. | Includes examples of people with whom special education teachers less commonly collaborate. | Includes realistic examples of people with whom special education teachers might collaborate. | Includes realistic examples of some of the most common people with whom special education teachers might collaborate. |
| Advocacy | 30.0% | Not addressed. | The description of the role that special education teachers have as advocates for students with disabilities is inaccurate or incompletely. | The description of the role that special education teachers have as advocates for students with disabilities could be presented more accurately or completely. | Includes an accurate description of the role that special education teachers have as advocates for students with disabilities. | Includes an accurate and thoughtful description of the role that special education teachers have as advocates for students with disabilities. |
| 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 may not be adequately organized 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 related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea. |
| 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 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% |
Pookie624
Rubric_Print_Format1.xlsx
