| Course Code | Class Code | Assignment Title | Total Points |
| ELM-357 | ELM-357-O500 | Benchmark - Best Practices in Student Self-Assessment | 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% |
| Communicating Learning Objectives | 10.0% | Not addressed. | Presentation inadequately demonstrates how to communicate the lesson objectives to students and how they will be measured on their performance of those objectives. | Presentation sufficiently demonstrates how to communicate the lesson objectives to students and how they will be measured on their performance of those objectives. | Presentation appropriately demonstrates how to communicate the lesson objectives to students and how they will be measured on their performance of those objectives. | Presentation thoroughly demonstrates how to communicate the lesson objectives to students and how they will be measured on their performance of those objectives. |
| Student Engagement COE 3.4 ACEI 3.4; ILA-S 4.3; InTASC 3(d), 3(e), 3(i), 3(j), 3(o),7(n); ISTE-T 1c, 2b; MC2, MC4 | 15.0% | Not addressed. | Presentation demonstrates inappropriate or underdeveloped methods for encouraging students' motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction. | Presentation demonstrates simple methods or methods that are not ideal for encouraging students' motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction. | Presentation demonstrates developmentally appropriate methods for encouraging students' motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction. | Presentation skillfully demonstrates realistic, creative methods for encouraging students' motivation and engagement through the use of technology and other strategies, creating opportunities for students' active participation in learning, self-motivation, and positive social interaction. |
| Student Feedback and Analysis COE 4.3 ACEI 4.0; InTASC 6(d), 6(m), 6(n), 6 (q), 6(s); MC1, MC2; | 15.0% | Not addressed. | Presentation vaguely demonstrates how to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas. Inadequately addresses how to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas. | Presentation plausibly demonstrates how to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas. Adequately addresses how to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas. | Presentation effectively demonstrates how to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas. Competently addresses how to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas. | Presentation expertly specifies how to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas. Skillfully explains how to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas. |
| Reflection: Data-Driven Decision-Making COE 4.2 ACEI 4.0; ILA-S 2.2, 3.2; InTASC 6(c), 6(f), 6(l), 7(l); MC2 | 15.0% | Not addressed. | Presentation inadequately describes how to use students' performance data to guide and engage students in thinking and learning. Erroneously or insufficiently describes how assessment data can be used to inform future instructional planning based on identified learning gaps and patterns. | Presentation demonstrates basic practices on how to use students' performance data to guide and engage students in thinking and learning. Includes entry level explanation of using assessment data to inform future instructional planning based on identified learning gaps and patterns. | Presentation competently demonstrates sound practices on how to use students' performance data to guide and engage students in their own thinking and learning. Includes solid explanation of using assessment data to inform future instructional planning based on identified learning gaps and patterns. | Presentation innovatively demonstrates best practices on how to use students' performance data to further guide and engage students in their own thinking and learning. Thoughtfully and professionally explains how assessment data can be used to inform future instructional planning based on identified learning gaps and patterns. |
| Reflection: Student Self-Regulation | 15.0% | Not addressed. | Ineffectively describes how engaging students in the self-regulation cycle influences confidence and encourages ownership of their academic progress. | Basically reflects on how engaging students in the self-regulation cycle influences confidence and encourages ownership of their academic progress. | Successfully details how engaging students in the self-regulation cycle influences confidence and encourages ownership of their academic progress. | Persuasively justifies how engaging students in the self-regulation cycle influences confidence and encourages ownership of their academic progress. |
| Research | 10.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only one source and/or sources broadly support claims, or some sources are not credible. | Research is relevant and supports the information presented. | Research strongly supports the information presented. Sources are timely and distinctive. |
| Presentation | 10.0% | Not addressed. | The work is not neat or organized. Work would not be presentable for public dissemination. | The overall appearance and organization of material is generally acceptable. Work would be adequate for public dissemination. | The overall appearance is generally neat, with a few minor organizational flaws. Work would be desirable for public dissemination. | The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination. |
| Mechanics | 10.0% | No 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. Includes some practice and content-related language. | Submission is largely free of mechanical errors, although a few minor errors are present. Includes 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. |
| Total Weightage | 100% |
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