| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Assessments for Reading | 30.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| General Screening Assessments | 20.0% | Not addressed. | Incomplete or unsatisfactorily defines general screening assessments, the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Lacks examples of general screening assessments, or examples are ineffective. | Satisfactorily defines general screening assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides basic examples of general screening assessments. | Soundly defines general screening assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides relevant examples of general screening assessments. | Comprehensively defines general screening assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Excellent, relevant examples of general screening assessments are also provided. |
| Informal Diagnostic Testing Assessments | 20.0% | Not addressed. | Incompletely or unsatisfactorily defines informal diagnostic testing assessments, the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Lacks credible examples of informal diagnostic testing assessments, or examples are ineffective. | Satisfactorily defines informal diagnostic testing assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides basic examples of informal diagnostic testing assessments. | Soundly defines informal diagnostic testing assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides relevant examples of informal diagnostic testing assessments. | Expertly defines informal diagnostic testing assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Excellent, relevant examples of informal diagnostic testing assessments are also provided. |
| Progress Monitoring Assessment | 20.0% | Not addressed. | Incomplete or unsatisfactorily defines progress monitoring assessments, the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Lacks examples of progress monitoring assessments, or examples are ineffective. | Satisfactorily defines progress monitoring assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides basic examples of progress monitoring assessments. | Soundly defines progress monitoring assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides relevant examples of progress monitoring assessments. | Skillfully defines progress monitoring assessments, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Excellent, relevant examples of progress monitoring assessments are also provided. |
| Outcome Assessments | 20.0% | Not addressed. | Incomplete or unsatisfactorily defines outcome assessments, the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Lacks examples of outcome assessments, or examples are ineffective. | Satisfactorily defines outcome assessments definition, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides basic examples of outcome assessments. | Soundly defines outcome assessments definition, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Provides relevant examples of outcome assessments. | Thoughtfully defines outcome assessments definition, explains the purpose of the assessment, as well as to whom, when, and what grade the assessment should be administered. Excellent, relevant examples of outcome assessments are also provided. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | 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. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent and/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 are 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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Rubric_Print_Format12.xlsx
