| Course Code | Class Code | Assignment Title | Total Points |
| SPD-500 | SPD-500-O503 | Universal Design for Learning Approaches | 75.0 |
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (69.00%) | 3: Approaching (74.00%) | 4: Acceptable (87.00%) | 5: Target (100.00%) | Comments | Points Earned |
| Group 1 | 100.0% |
| Applying UDL Principles | 15.0% | Not addressed. | Explanation of how applying UDL principles in the educational setting can address the needs of all students is inaccurate and lacks relevant supporting details. | Explanation of how applying UDL principles in the educational setting can address the needs of all students is cursory and is missing key supporting details. | Explanation of how applying UDL principles in the educational setting can address the needs of all students is complete and includes relevant supporting details. | Explanation of how applying UDL principles in the educational setting can address the needs of all students is comprehensive and in-depth. |
| UDL Guidelines | 15.0% | Not addressed. | Description of UDL guidelines of engagement, representation, action, and expression is incomplete. | Description of UDL guidelines of engagement, representation, action, and expression is cursory. | Description of UDL guidelines of engagement, representation, action, and expression is accurate. | Description of UDL guidelines of engagement, representation, action, and expression is insightful. |
| UDL Instructional Approaches or Adaptations | 15.0% | Not addressed. | The three specific, evidence-based UDL instructional approaches or adaptations that could enhance the success and promote the growth and development of students are erroneous and inappropriate for students. | The three specific, evidence-based UDL instructional approaches or adaptations that could enhance the success and promote the growth and development of students are ambiguous and identify few connections to best practices. | The three specific, evidence-based UDL instructional approaches or adaptations that could enhance the success and promote the growth and development of students are clear and appropriate for students. | The three specific, evidence-based UDL instructional approaches or adaptations that could enhance the success and promote the growth and development of students are exemplary and demonstrates best practices. |
| Professional Practice | 15.0% | Not addressed. | Explanation of how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes, including specific examples to illustrate ideas, is erroneous and lacks relevant supporting examples. | Explanation of how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes, including specific examples to illustrate ideas, is cursory and supporting examples lack precision. | Explanation of how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes, including specific examples to illustrate ideas, is accurate and provides relevant supporting examples. | Explanation of how UDL and the use of evidence-based strategies can influence and be used to improve professional practice and student outcomes, including specific examples to illustrate ideas, is exemplary and includes comprehensive examples. |
| Additional Resources | 15.0% | Not addressed. | Five links to additional resources related to UDL statistics and approaches are incompletely and/or incorrectly benefit teachers. | Five links to additional resources related to UDL statistics and approaches partially benefit teachers. | Five links to additional resources related to UDL statistics and approaches completely and correctly benefit teachers. | Five links to additional resources related to UDL statistics and approaches ideally benefit teachers. |
| Title Slide, Slide Notes, and Research Citations | 5.0% | Not addressed. | No title slide or slide notes. Reference slide includes errors and/or inconsistently used citations. Sources are noncredible. | Title slide, and/or slide notes, and/or reference slide are not present. Sources do not fully support claims, or sources are not all credible. Sources are documented, although several errors are present. | Title slide and slide notes are present. In-text citations have few errors. References used are reliable and reference slide lists all cited sources with few errors. | Title slide and thorough slide notes are present. In-text citations and a reference slide are complete and correct. Sources are credible. The documentation of cited sources is free of error. |
| Layout | 5.0% | Not addressed. | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Not addressed. | Inappropriate word choice is evident. Language is not reflective of the targeted audience. | Some distracting inconsistencies or repetitions in word choice are present. Language is not clearly designed for the targeted audience. | Word choice is reflective of the intended audience, uses a variety of appropriate vocabulary, and communicates clearly. | Word choice is distinctive, creative and well-suited to purpose, discipline, scope, and audience of the presentation. |
| Research Citations (in-text citations, reference slide, and type of sources) | 5.0% | Not addressed. | Many citations are missing where needed. References slide includes numerous errors. Sources may not be credible. | Some citations may be missing, or the citations do not support the submission. References slide may include errors. Sources may not be appropriate for the submission. | In-text citations and references slide have few errors. Sources are credible and appropriate for the submission. | In-text citations and references slide are complete and error-free. Sources are credible and appropriate for the submission. The sources strongly support the submission. |
| Mechanics of Writing (includes spelling, punctuation, and grammar) | 5.0% | Not addressed. | Presentation and speaker’s notes include surface errors that are pervasive enough that they impede communication of meaning. Inappropriate sentence construction is used. | Presentation and speaker’s notes include frequent and repetitive mechanical errors that distract the reader. Sentence structure is lacking. | Presentation and speaker’s notes include some mechanical errors, but they do not hinder comprehension. Effective sentence structures are used. | Presentation and speaker’s notes are virtually free of mechanical errors. Sentence structures are engaging. |
| Total Weightage | 100% |
Pookie624
Rubric_Print_Format4.xlsx
