| Course Code | Class Code | Assignment Title | Total Points |
| ECS-585 | ECS-585-O500 | Benchmark – STEM Unit Plan | 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% |
| UNIT: STEM Content | 15.0% | Not addressed. | Unit plan is illogically crafted and ineffective for teaching one or more concepts in the primary content area. It is unclear that the plan is designed for the Class Profile students. Lessons weakly use concepts and lack integration of concepts from the three remaining STEM content areas. The plan is unclearly aligned to standards-based learning objectives, and demonstrates inadequate sequencing. | Unit plan is not fully developed for teaching one or more concepts in the primary content area for the Class Profile students. Lessons do not fully integrate concepts from the three remaining STEM content areas. The plan is loosely aligned to standards-based learning objectives, and demonstrates minimal sequencing. | Unit plan is appropriately crafted to teach one or more concepts in the primary content area for the Class Profile students. Lessons adequately integrate concepts from the three remaining STEM content areas. The plan is accurately aligned to standards-based learning objectives, and demonstrates a sufficient sequence. | Unit plan is soundly-crafted to teach one or more concepts in the primary content area for Class Profile students. Lessons creatively and meaningfully integrate well-suited concepts from the three remaining STEM content areas. The plan is strongly aligned to standards-based learning objectives, and demonstrates a well-designed, logical sequence. |
| UNIT: Use of Technology [COE 3.2; NAEYC 4b; InTASC 3(b), 3(g), 7(a), 7(b), 8(a), 8(g), 8(i); ISTE 2a, 4b] | 10.0% | Not addressed. | Unit incorporates inappropriate or irrelevant use of technology to provide engaging instruction and develop STEM skills for each student. | Unit does not fully incorporate the use of technology to provide engaging instruction and develop STEM skills for each student. | Unit effectively incorporates the use of technology to provide engaging instruction and develop STEM skills for each student. | Unit creatively and meaningfully incorporates the equitable and appropriate use of technology to provide engaging instruction and develop STEM skills for each student. |
| UNIT: Considerations Regarding Developmental, Cultural, and Linguistic Factors [COE 3.3; NAEYC 4c; InTASC 7(c), 8(e); MC 5] | 15.0% | Not addressed. | Unit ineffectively addresses developmental, cultural, and linguistic factors, based on data from the Class Profile. Teaching/learning and assessment strategies insufficiently address individual needs for achieving learning outcomes. | Unit minimally addresses developmental, cultural, and linguistic factors within the unit, based on data from the Class Profile. Teaching/learning and assessment strategies do not adequately address individual student needs for achieving learning outcomes. | Unit competently includes considerations regarding developmental, cultural, and linguistic factors within the unit, based on data from the Class Profile. Sufficiently outlines differentiated teaching/learning and assessment strategies that address individual needs for achieving learning outcomes. | Unit skillfully and concisely includes considerations regarding developmental, cultural, and linguistic factors within the unit, based on data from the Class Profile. Skillfully outlines differentiated teaching/learning and assessment strategies that address individual needs for achieving learning outcomes. |
| UNIT: Learning and Teaching Strategies and Activities | 10.0% | Not addressed. | Unit plan weakly demonstrates few student-centered techniques, and rarely addresses the areas to teach academic language, develop targeted knowledge and skills, and create opportunities for active inquiry, collaboration, and supportive interaction. | Unit plan demonstrates some appropriate student-centered techniques, but are not fully developed in all areas to teach academic language, develop targeted knowledge and skills, and create opportunities for active inquiry, collaboration, and supportive interaction. | Unit plan demonstrates appropriate student-centered techniques to teach academic language, develop targeted knowledge and skills, and create opportunities for active inquiry, collaboration, and supportive interaction. | Unit plan demonstrates well-developed and skillful use of effective, student-centered techniques to teach academic language, develop targeted knowledge and skills, and create opportunities for active inquiry, collaboration and supportive interaction. |
| UNIT: Formative and Summative Assessment | 10.0% | Not addressed. | Planned assessments do not sufficiently allow for students to demonstrate their knowledge or skill development and/or the assessments do not align to the stated learning targets. | Planned assessments do not fully allow students to demonstrate deep understandings and skill development in content areas. The assessments are only somewhat aligned to the stated learning targets. | Planned assessments provide clear, basic methods to monitor students’ deep understandings and skill development in the content areas throughout and at the end of the unit. They are generally aligned to the stated learning targets. | Planned assessments creatively allow for multiple forms of evidence in order to monitor students’ deep understanding and skill development in the content areas throughout and at the end of the unit. They are well aligned to the stated learning targets and standards. |
| RATIONALE: Strategies and Resources | 10.0% | Not addressed. | Rationale insufficiently explains the strategies and resources utilized, including technological tools, for STEM instruction. | Rationale broadly explains the strategies and resources utilized, including technological tools, for STEM instruction. | Rationale appropriately and effectively explains the strategies and resources utilized, including technological tools, for STEM instruction. | Rationale thoughtfully and thoroughly explains the strategies and resources utilized, including technological tools, for STEM instruction. |
| RATIONALE: Use of Data to Achieve Learning Outcomes [COE3.4; CEC 5.6; NAEYC 4d; InTASC 7(d), 7(f), 8(b), 8(c); MC 1] | 10.0% | Not addressed. | Rationale inadequately addresses how instruction was modified to promote positive outcomes for all students, but needs further development. | Rationale somewhat addresses how instruction was modified to promote positive outcomes for all students, but needs further development. | Rationale adequately addresses how instruction was modified to meet learning needs and promote positive outcomes for all students. | Rationale skillfully addresses how instruction was modified to meet learning needs and promote positive outcomes for all students. |
| RATIONALE: Legal and Ethical Use of Digital Tools [COE 5.10; InTASC 9(f), ISTE 4a] | 10.0% | Not addressed. | Rationale offers an unreasonable explanation of how the legal and ethical use of digital information and technology would be modeled. | Rationale offers an underdeveloped explanation of how the legal and ethical use of digital information and technology would be modeled. | Rationale offers a reasonable explanation of how the legal and ethical use of digital information and technology would be modeled. | Rationale offers a convincing explanation of how the legal and ethical use of digital information and technology would be modeled. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Submission contains frequent mechanical and conventional errors or non-relevant language that affect meaning and clarity. | Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-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) | 5.0% | Not addressed. | Documentation of sources is inconsistent 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 may be 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% |
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