| Course Code | Class Code | Assignment Title | Total Points |
| ELM-200 | ELM-200-O501 | Benchmark – Strategies for all Students | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Scenario 1, Student A: Learning Theory, Instructional Strategy, Modifications and Accommodations | 10.0% | Not addressed. | Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs. | Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs. | Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs. | Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs. |
| Scenario 1, Student B: Learning Theory, Instructional Strategy, Modifications and Accommodations | 10.0% | Not addressed. | Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs. | Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs. | Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs. | Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs. |
| Scenario 2, Student A: Learning Theory, Instructional Strategy, Modifications and Accommodations | 10.0% | Not addressed. | Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs. | Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs. | Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs. | Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs. |
| Scenario 2, Student B: Learning Theory, Instructional Strategy, Modifications and Accommodations | 10.0% | Not addressed. | Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs. | Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs. | Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs. | Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs. |
| Reflection: Modifying Instruction [ACEI 1.0; ILA-S 5.1; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5; COE 1.1] | 20.0% | Not addressed. | Reflection provides an underdeveloped rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning. | Reflection provides a rudimentary rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning. | Reflection provides a clear and detailed rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning. | Reflection provides a comprehensive and thought-provoking rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning. |
| Reflection: Developmentally Appropriate Instruction [ACEI 1.0; ILA-S 2.3; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3; COE 1.2] | 20.0% | Not addressed. | Reflection describes illogical and ineffective steps to creating developmentally appropriate instruction that does not take into account individual students' strengths, interests, differences, and needs. | Reflection describes broad and elementary steps to creating developmentally appropriate instruction that attempts to take into account individual students' strengths, interests, differences, and needs. | Reflection describes logical and effective steps to creating developmentally appropriate instruction that reasonably takes into account individual students' strengths, interests, differences, and needs. | Reflection describes creative and substantial steps to creating developmentally appropriate instruction that innovatively takes into account individual students' strengths, interests, differences, and needs. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | 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 documented completely and correctly, as appropriate to assignment and style, and format is free of error. |
| Mechanics of Writing (includes spelling, punctuation, grammar, 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 are present. Varieties 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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