| Course Code | Class Code | Assignment Title | Total Points |
| SEC-590 | SEC-590-O102 | STEP Standards 1 and 2 | 40.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| STEP 1, Part I: Community, District, School, and Classroom Factors | 15.0% | Not addressed. | The description of the characteristics of Part 1 is incomplete or irrelevant. Content is confusing. Template is missing key elements or includes pervasive errors. | Submission describes vague or unclear information of the characteristics of Part 1. Content is unfocused. | Submission describes relevant knowledge of the characteristics Part 1. Content is clear. | Submission comprehensively describes the characteristics of Part 1. Content is well-presented and easy to read. |
| STEP 1, Part II: Demographic, Environment, and Academic Factors | 15.0% | Not addressed. | The description of the characteristics of Part II is incomplete or irrelevant. Content is confusing. Template is missing key elements or includes pervasive errors. | Submission describes vague or unclear information of the characteristics of Part II. Content is unfocused. | Submission describes relevant knowledge of the characteristics Part II. Content is clear. | Submission comprehensively describes the characteristics of Part II. Content is well-presented and easy to read. |
| STEP 2: Standards | 20.0% | Not addressed. | Selected standards are weak, incomplete, or irrelevantly address the development, prerequisite knowledge, skills, and other student needs. | Selected standards are unclear and do not address the development, prerequisite knowledge, skills, and other student needs. | Selected standards are appropriately aligned for the development, prerequisite knowledge, skills, and other student needs. | Selected standards are in-depth and expertly align for the development, prerequisite knowledge, skills, and other student needs. |
| STEP 2: Learning Goals | 10.0% | Not addressed. | The learning goal is incomplete or irrelevant to the unit of study. | The learning goal is vaguely stated or not written to the unit of study. | The learning goal is clearly stated and written to the unit of study. | The learning goal is in-depth and expertly written to the unit of study. |
| STEP 2: Measurable Objectives | 30.0% | Not addressed. | The objective is incomplete or irrelevant to the unit of study. | The objective is unclear, and vaguely aligned to the unit of study. | The objective is clearly written, and relevant to the unit of study. | The objective is in-depth and exceptionally written. It is realistically aligned to the unit of study. |
| 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. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | 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% |
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