| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Clinical Field Experience A: Literacy Assessment and Framework | 35.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Literacy Assessment Practices | 20.0% | Not addressed. | Description of how the assessment practices are related to literacy, their appropriate use, and identified purpose when identifying individual student needs is missing or underdeveloped. | Description somewhat connects how the assessment practices are related to literacy, and sufficiently details their appropriate use, and identified purpose when identifying individual student needs. | Description of how the assessment practices are related to literacy, their appropriate use, and identified purpose when identifying individual student needs is clear. | Description of how the assessment practices are related to literacy, their appropriate use, and identified purpose when identifying individual student needs is through and demonstrates higher-order thinking. |
| Literacy Assessment Tools | 20.0% | Not addressed. | Description of literacy assessment tools is vague and does not sufficiently detail their use in measuring student literacy skills. | Description of literacy assessment tools attempts to detail their use in measuring student literacy skills. | Description of literacy assessment tools is accurate and appropriately details their use in measuring student literacy skills. | Description of literacy assessment tools is extensive and skillfully details their use in measuring student literacy skills. |
| Instructional Choices | 20.0% | Not addressed. | Description inadequately represents how cognitive, emotional, social, and developmental needs of students are factored into instructional choices. | Description sufficiently represents how cognitive, emotional, social, and developmental needs of students are factored into instructional choices. | Description effectively represents how cognitive, emotional, social, and developmental needs of students are factored into instructional choices. | Description proficiently represents how cognitive, emotional, social, and developmental needs of students are factored into instructional choices. |
| Examples for Interview | 15.0% | Not addressed. | Reflection omits or weakly provides relevant examples of literacy assessment, literacy framework, monitoring student needs, and the use of technology in the classroom. | Reflection attempts to provide relevant examples of literacy assessment, literacy framework, monitoring student needs, and the use of technology in the classroom, but more detailed examples could be given. | Reflection provides considerable examples of literacy assessment, literacy framework, monitoring student needs, and the use of technology in the classroom. | Reflection provides quality examples of literacy assessment, literacy framework, monitoring student needs, and the use of technology in the classroom. |
| Conclusions and Applications to Future Practice | 10.0% | Not addressed. | Responses on applying conclusions to practice are not related to assignment or not submitted. | Conclusions and applications to future practice are lacking in detail but are appropriate for the elementary setting. | Conclusions and applications to future practice are thoughtful, realistic for the classroom setting, and reflect professional growth. | Conclusions and applications to future practice are insightful, demonstrate a keen awareness of the needs of the students, and clearly reflect growth and development as a professional. |
| Organization | 5.0% | 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 of Writing (includes spelling, punctuation, grammar, and language use) | 10.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission 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, as well as 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. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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