| Course Code | Class Code | Assignment Title | Total Points |
| SEC-590 | SEC-590-O102 | STEP Standard 6 – Analysis of Student Learning | 30.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Post-Assessment Data Analysis: Whole Class | 20.0% | Not addressed. | Post-assessment data collection and analysis insufficiently interprets student learning outcomes and includes unrelated examples of student learning that do not sufficiently support analysis. | Post-assessment data collection and analysis inexplicitly interprets student learning outcomes and includes artificial examples of student learning that superficially support analysis. | Post-assessment data collection and analysis logically interprets student learning outcomes and includes concise examples of student learning to support analysis. | Post-assessment data collection and analysis comprehensively interprets student learning outcomes and includes thoughtful examples of student learning to substantiate analysis. |
| Post-Assessment Data Analysis: Subgroup | 20.0% | Not addressed. | Post-assessment data collection and analysis insufficiently interprets subgroup’s learning outcomes and includes unconvincing examples of student learning that do not support analysis. | Post-assessment data collection and analysis inexplicitly interprets subgroup’s learning outcomes and includes artificial examples of student learning that superficially support analysis. | Post-assessment data collection and analysis logically interprets subgroup’s learning outcomes and includes concise examples of student learning to support analysis. | Post-assessment data collection and analysis comprehensively interprets the subgroup’s learning outcomes and includes thoughtful examples of student learning to substantiate analysis. |
| Post-Assessment Data Analysis: Remainder of Class | 20.0% | Not addressed. | Post-assessment data collection and analysis insufficiently compares subgroup to remainder of class. | Post-assessment data collection and analysis inexplicitly compares subgroup to remainder of class. | Post-assessment data collection and analysis sufficiently compares subgroup to remainder of class. | Post-assessment data collection and analysis thoughtfully compares the subgroup to remainder of class. |
| Effect on Student Learning | 20.0% | Not addressed. | Effect of instruction and assessment on student learning, as well as future implications, is unrealistically analyzed and lacks examples to support claims. | Effect of instruction and assessment on student learning, as well as future implications, is vaguely analyzed with a lack of strong examples to support claims. | Effect of instruction and assessment on student learning, as well as future implications, is clearly analyzed with sufficient examples to support claims. | Effect of instruction and assessment on student learning, as well as future implications, is comprehensively analyzed with well-crafted examples to support claims. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 20.0% | 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. A variety 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% |
studystudent
Rubric_Print_Format11.xlsx
