| Course Code | Class Code | Assignment Title | Total Points |
| ELM-480 | ELM-480-O500 | Benchmark – Literature Assessment Plan | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Formative Assessment Strategies | 15.0% | Not addressed. | Formative assessments are not clearly aligned to the stated learning objectives and standards. Formative assessments do not provide adequate data on student performance for monitoring and adjusting instruction, nor do they provide students feedback so they can evaluate and adjust their own learning. | Formative assessments are broadly aligned to the stated learning objectives and standards. Formative assessments are somewhat designed to provide data on student performance for monitoring and adjusting instruction. May or may not provide students feedback so they can evaluate and adjust their own learning. | Formative assessments are accurately aligned to the stated learning objectives and standards. Relevant formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. | Formative assessments are expertly aligned to the stated learning objectives and standards. Well-crafted formative assessments are designed to provide data on student performance for monitoring and adjusting instruction, and provide students feedback so they can evaluate and adjust their own learning. |
| Summative Assessment Activity COE C2.1 [ACEI 2.1; InTASC 4(b), 4(d); MC1, MC2] | 15.0% | Not addressed. | Summative assessments are insufficiently aligned to the stated learning objectives and standards. They do not effectively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. | Summative assessments are sufficiently aligned to the stated learning objectives and standards. They adequately help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. | Summative assessments are appropriately aligned to the stated learning objectives and standards. They effectively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. | Summative assessments are proficiently aligned to the stated learning objectives and standards. They innovatively help students apply their developing ELA skills of reading, writing, speaking, viewing, listening, and thinking to many different situations, materials, and ideas. |
| Digital Tools | 15.0% | Not addressed. | Discussion of the use of digital tools in assessments does not promote effective communication, collaboration, or support interactions to meet diverse learning needs. | Discussion of the use of digital tools in assessments minimally promotes effective communication, collaboration, and support interactions to meet diverse learning needs. | Discussion of the use of digital tools in assessments logically promotes effective communication, collaboration, and support interactions to meet diverse learning needs. | Discussion of the use of digital tools in assessments realistically promotes effective communication, collaboration, and support interactions to meet diverse learning needs. |
| Differentiation | 15.0% | Not addressed. | Differentiation of the formative and summative assessments does not meet diverse students’ learning needs or guide students towards individual learning goals through assessment practices. | Differentiation of the formative and summative assessments meets diverse students’ learning needs and adequately guides students towards individual learning goals through effective assessment practices. | Differentiation of the formative and summative assessments credibly meets diverse students’ learning needs and competently guides students towards individual learning goals through effective assessment practices. | Differentiation of the formative and summative assessments comprehensively meets diverse students’ learning needs and proficiently guides students towards individual learning goals through effective assessment practices. |
| Reflection COE C5.1 [ACEI 5.1, 5.2; InTASC 6(j), 6(k), 6(p), 9(l), 9(o); MC2, MC4] | 20.0% | Not addressed. | Reflection on the process of creating a literature unit vaguely addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. | Reflection on the process of creating a literature unit minimally addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. | Reflection on the process of creating a literature unit effectively addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. | Reflection on the process of creating a literature unit thoroughly addresses how to use research on teaching, professional ethics, and resources available for professional learning to improve student learning. |
| Organization | 10.0% | 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 is adequately organized, generally providing 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 (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. Includes some appropriate practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. Includes 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. |
| Total Weightage | 100% |
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