| Course Code | Class Code | Assignment Title | Total Points |
| SPD-501 | SPD-501-O101 | Benchmark – Philosophy of Special Education | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Group 1 | 100.0% |
| Purpose of Education | 15.0% | Not addressed. | Includes an inadequate statement regarding the purpose of education. | Includes a statement regarding the purpose of education that could be presented more adequately. | Includes an adequate statement regarding the purpose of education. | Includes a well thought out statement regarding the purpose of education. |
| Meeting the Learning Needs of Students with Special Needs Using Standards-Based Instruction | 15.0% | Not addressed. | Includes an inadequate personal vision of meeting the learning needs of students with special needs using standards-based instruction. | Includes a personal vision of meeting the learning needs of students with special needs using standards-based instruction that could be presented more adequately. | Includes an adequate personal vision of meeting the learning needs of students with special needs using standards-based instruction. | Includes an insightful personal vision of meeting the learning needs of students with special needs using standards-based instruction. |
| Ethical Frameworks and Professional Practice Standards (C6.1) | 15.0% | Not addressed. | The statement regarding how ethical frameworks or professional practice will guide professional practice is inadequately presented. | The statement regarding how ethical frameworks or professional practice will guide professional practice could be more adequately presented. | A statement regarding how ethical frameworks and professional practice will guide professional practice is included. | An insightful statement regarding how ethical frameworks and professional practice will guide professional practice is included. |
| Resources | 15.0% | Not addressed. | The types of resources teachers should seek are inadequate to continually deepen understanding of cultural, ethnic, gender, and learning differences among students. | The types of resources teachers should seek are adequate to continually deepen understanding of cultural, ethnic, gender, and learning differences among students. | The types of resources teachers should seek are appropriate to continually deepen understanding of cultural, ethnic, gender, and learning differences among students. | The types of resources teachers should seek are ideally suited to continually deepen understanding of cultural, ethnic, gender, and learning differences among students. |
| Professional Activities or Learning Communities (C6.4; NV 6.4) | 15.0% | Not addressed. | Includes professional activities or learning communities that would not facilitate lifelong learning. | Includes professional activities or learning communities that could be better suited to facilitate lifelong learning. | Includes professional activities or learning communities that well-suited to facilitate lifelong learning. | Includes professional activities or learning communities that ideally suited to facilitate lifelong learning. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. | The content could be organized better even though it provides 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. |
| Research Citations and Format | 5.0% | Not addressed. | Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. | Some citations may be missing or do not completely support the submission. References page may include errors. Some sources may not be appropriate for the submission. | All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. | All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission. |
| Mechanics (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. | Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties 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% |
Pookie624
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