| Course Code | Class Code | Assignment Title | Total Points |
| ELM-305 | ELM-305-O501 | Clinical Field Experience D: Analyzing Pre-Assessment Data | 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% |
| Learning Activity | 25.0% | Not addressed. | Summary of how the activity implements instructional strategies that build reading comprehension and vocabulary skills is underdeveloped. The designed activity is inappropriate for the designated student group. | Summary somewhat connects how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity meets the needs of the student group. | Summary appropriately describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is suitable for the needs of the student group. | Summary comprehensively describes how the activity implements instructional strategies that build reading comprehension and vocabulary skills. The designed activity is well-crafted for students. |
| Data Analysis | 25.0% | Not addressed. | Data from the pre- and post-assessment is insufficiently analyzed to guide future planning and instruction. | Data from the pre- and post-assessment is broadly analyzed and demonstrates basic competence guiding future planning and instruction. | Data from the pre- and post-assessment is effectively analyzed to guide future planning and instruction. | Data from the pre-assessment is thoroughly analyzed to guide future planning and instruction. |
| Revised Activity | 20.0% | Not addressed. | Data is ineffectively used to design a revised appropriate learning activity. Learning activity does not demonstrate best practices for students. | Data is used with basic aptitude to design a revised appropriate learning activity. Learning activity meets the needs of the student group. | Data is used successfully to design a revised appropriate learning activity. Learning activity is well crafted for students. | Data is used skillfully to design a revised appropriate learning activity. Learning activity demonstrates best practices for students. |
| Reflection on Delivery | 10.0% | Not addressed. | Reflection is unfocused and does not identify successes of the activity delivery or opportunities for revision. | Reflection demonstrates basic consideration and attempts to identify successes of the activity delivery and opportunities for revision. | Reflection demonstrates meaningful consideration and concisely identifies the success of the activity delivery and opportunities for revision. | Reflection provides an insightful analysis of the success of the activity delivery and opportunities for revision. |
| 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. |
| 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. | 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 may be 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. |
| Total Weightage | 100% |
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