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Name: EDDD_8075_Module6_Assignment_Rubric

Description: EDUC 8075 Course Project Assessment of Dispositions and Program Knowledge

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Section 1: District Newsletter Presentation - Philosophy of Education and Practice, Four Disposition Categories Explains philosophy of education addressing professional conduct, professional qualities, communication, and collaboration.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding philosophy of education addressing professional conduct, professional qualities, communication, or collaboration is limited or some of the components are not addressed. Emerging 1 (2.38%) points Briefly describes philosophy of education addressing professional conduct, professional qualities, communication, and collaboration. Brief statements are made to address each component. Proficient 1.5 (3.57%) points Explains philosophy of education addressing professional conduct, professional qualities, communication, and collaboration. Details are provided regarding the importance of specific elements of each component in implementing philosophy of education. Advanced 2 (4.76%) points Explains philosophy of education addressing professional conduct, professional qualities, communication, and collaboration. Details are provided regarding the importance of specific elements of each component in implementing philosophy of education. Examples from personal experience and evidence from research is used to support the analysis. Feedback:

Section 1: District Newsletter Presentation - Dispositions and Philosophy of Education I Describes why dispositions are important to developing and sustain a philosophy of education.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding why dispositions are important to developing and/or sustaining a philosophy of education is limited or missing. Emerging 1 (2.38%) points Identifies why dispositions are important to developing and/or sustaining a philosophy of education. Proficient 1.5 (3.57%) points Describes why dispositions are important to developing and sustaining a philosophy of education. Advanced 2 (4.76%) points Critically analyzes why dispositions are important to developing and sustaining a philosophy of education. Examples from personal experience are used to support the response. Feedback:

Section 1: District Newsletter Presentation – Dispositions and Philosophy of Education II--

Levels of Achievement: Novice .5 (1.19%) points No examples from theory and/or research are cited to support the description. Emerging 1 (2.38%) points Cites one example from theory and/or research are cited to support the description. Proficient 1.5 (3.57%) points Cites at least two examples from theory and research are cited to support the description. Advanced 2 (4.76%) points Cites more than two examples from theory and research are cited to support the description. Feedback:

Section 1: District Newsletter Presentation - Personal Dispositions Describes personal dispositions and explains how they are evident within their personal philosophy.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding personal dispositions and how they are evident within their personal philosophy is limited or missing. Emerging 1 (2.38%) points Lists less than 3 personal dispositions and briefly identifies how they are evident within their personal philosophy. Proficient 1.5 (3.57%) points Describes 3 personal dispositions and explains how they are evident within their personal philosophy. Clear connections between each disposition and personal philosophy are made. Advanced 2 (4.76%) points Describes, with extensive detail, 3 or more personal dispositions and analyzes how each one is evident within their personal philosophy. Clear connections between each disposition and personal philosophy are made including examples of how each disposition can be applied in professional practice. Feedback:

Section 1: District Newsletter Presentation - Impacts on Social Change and Future Research I Explains how personal philosophy of education can impact future activities that will promote social change as well as impact future research. Section 1: District Newsletter Presentation - Impacts on Social Change and Future Research I Explains how personal philosophy of education can impact future activities that will promote social change as well as impact future research. Section 1: District Newsletter Presentation - Impacts on Social Change and Future Research I Explains how personal philosophy of education can impact future activities that will promote social change as well as impact future research.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding how personal philosophy of education can impact future research activities to promote the best possible education for all students is limited or missing. Emerging 1 (2.38%) points Identifies how personal philosophy of education can impact a future activity that will promote social change. Connections between philosophy of education and social change are not clear. Proficient 1.5 (3.57%) points Explains how personal philosophy of education can impact future activities that will promote social change. Clear connections are made between the philosophy of education and social change. Advanced 2 (4.76%) points Critically analyzes how different aspects of personal philosophy of education can impact future activities that will promote social change. Clear connections are made between the philosophy of education and specific areas of social change. Feedback:

Section 1: District Newsletter Presentation – Impacts on Social Change and Future Research II--

Levels of Achievement: Novice .5 (1.19%) points Information regarding how personal philosophy of education can impact future research activities to promote the best possible education for all students is limited or missing. Emerging 1 (2.38%) points Briefly states how personal philosophy of education can impact a future research activity to promote the best possible education for all students. Connections between philosophy of education and research activity are not clear. Proficient 1.5 (3.57%) points Describes how personal philosophy of education can impact future research activities to promote the best possible education for all students. Advanced 2 (4.76%) points Analyzes how personal philosophy of education can impact future research activities to promote the best possible education for all students. Several examples of research are provided and clearly connected to the philosophy of education. Feedback:

Section 2: Content Study - Problem Statement I Describes a logical argument to address an identified gap in practice and evidence that justifies that the problem is meaningful to special education.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding a logical argument for the need to address an identified gap in practice is unclear, minimal, or missing. Support from current literature is missing. Emerging 1 (2.38%) points Lists a logical argument for the need to address an identified gap in practice. The problem is loosely identified. Some pieces of literature are cited but they do not support the gap in practice or are not current. Proficient 1.5 (3.57%) points Describes a logical argument for the need to address an identified gap in practice. The problem is clearly identified and supported by current literature. Advanced 2 (4.76%) points Describes a logical argument for the need to address an identified gap in practice. The problem is clearly identified with extensive details including the impact of the problem on students as well as educators and is clearly supported by current literature. Feedback:

Section 2: Content Study - Problem Statement II--

Levels of Achievement: Novice .5 (1.19%) points Preliminary evidence that provides justification that this problem is meaningful to the field of SPED is unclear or missing. Citations are missing or they do not highlight the relevance and/or currency of the problem. Emerging 1 (2.38%) points Identifies preliminary evidence that provides loose justification that this problem is meaningful to the field of SPED. Provides less than three key citations that highlight the relevance and/or currency of the problem. Proficient 1.5 (3.57%) points Describes preliminary evidence that provides justification that this problem is meaningful to the field of SPED. Provides three to five key citations that highlight the relevance and currency of the problem. Advanced 2 (4.76%) points Analyzes preliminary evidence that provides justification that this problem is meaningful to the field of SPED. Several pieces of evidence are described and clearly support the problem. Provides five or more key citations that highlight the relevance and currency of the problem. Feedback:

Section 2: Content Study - Purpose Explains the overall purpose or intention of the study and makes clear connections between the problem being addressed and the focus of the study.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding the overall purpose or intention of the study and connections between the problem being addressed and the focus of the study are minimal or missing. Emerging 1 (2.38%) points Lists the overall purpose or intention of the study. The connections between the problem being addressed and the focus of the study are not clearly aligned. Proficient 1.5 (3.57%) points Explains the overall purpose or intention of the study and makes clear connections between the problem being addressed and the focus of the study. Advanced 2 (4.76%) points Analyzes the overall purpose or intention of the study and makes several clear connections between the problem being addressed and the focus of the study. Purpose is supported with research or examples. Feedback:

Section 2: Content Study – Significance I Explains how the study will fill a gap in practice, make an original contribution to the local setting, and support professional practice. Explains who would benefit from the study and how it may lead to positive social change.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding how the study will contribute to filling the gap in practice identified in the problem statement and the original contribution this study may make in the local setting is limited or missing. Emerging 1 (2.38%) points Identifies how the study will contribute to filling the gap in practice identified in the problem statement and lists the original contribution this study will make in the local setting. Limited details are provided and the connection between the elements is unclear. Proficient 1.5 (3.57%) points Explains how the study will contribute to filling the gap in practice identified in the problem statement and describes the original contribution the study will make in the local setting. Advanced 2 (4.76%) points Analyzes how the study will contribute to filling the gap in practice identified in the problem statement and describes the original contribution this study make will in the local setting supported with examples and research. Feedback:

Section 2: Content Study – Significance I--

Levels of Achievement: Novice .5 (1.19%) points Information regarding how the research will support professional education practice or allow practical application at the local site is minimal or missing. Information regarding who benefits from the findings/project deliverable and how they benefit is minimal or missing. Emerging 1 (2.38%) points Identifies how the research will support professional education practice or allow practical application at the local site. Lists who benefits from the findings/project deliverable and how they benefit. Limited details are provided and the connection between the elements is unclear. Proficient 1.5 (3.57%) points Describes how the research will support professional education practice or allow practical application at the local site. Explains who benefits from the findings/project deliverable and describes how. Advanced 2 (4.76%) points Analyzes how the research will support professional education practice and allow practical application at the local site. Analyzes who benefits from the findings/project deliverable and describes how. Analysis is supported with examples and research. Feedback:

Section 2: Content Study – Significance I--

Levels of Achievement: Novice .5 (1.19%) points Information regarding how the potential findings might lead to positive social change is unclear or missing. Emerging 1 (2.38%) points Lists how the potential findings might lead to positive social change. Proficient 1.5 (3.57%) points Explains how the potential findings might lead to positive social change. Advanced 2 (4.76%) points Analyzes how the potential findings might lead to positive social change. Several examples are provided. Feedback:

Section 2: Content Study - Background Literature I Provides a representative list of scholarship and findings that support and clarify the main assertions in the problem statement, highlights their relationship to the topic, and supports the existence of the local problem.--

Levels of Achievement: Novice .5 (1.19%) points A representative list of scholarship and findings that support and/or clarify the main assertions in the problem statement is missing or not complete. Information regarding their relationship to the topic is missing. Emerging 1 (2.38%) points Provides a brief list of scholarship and findings that support and/or clarify the main assertions in the problem statement and the relationship to the topic is unclear. Proficient 1.5 (3.57%) points Provides a representative list of scholarship and findings that support and clarify the main assertions in the problem statement and highlights their relationship to the topic. Advanced 2 (4.76%) points Synthesizes the main points from a representative list of scholarship and findings that support and clarify the main assertions in the problem statement and highlights each of their relationship to the topic. Feedback:

Section 2: Content Study - Background Literature II--

Levels of Achievement: Novice .5 (1.19%) points Less than 15 peer-peer-reviewed journal sources are presented and are not within the last 5 years. APA sixth edition format is not used or used incorrectly. Evidence to support the existence of the local problem is minimal or missing. Emerging 1 (2.38%) points Less than 15 recent (within the past 5 years) peer-reviewed journal sources are presented in APA sixth edition format. Minimal evidence is provided to support the existence of the local problem. Proficient 1.5 (3.57%) points Includes 15 recent (within the past 5 years) peer-reviewed journal sources are presented in APA sixth edition format. Evidence is provided to support the existence of the local problem. Advanced 2 (4.76%) points Includes more than 15 recent (within the past 5 years) peer-reviewed journal sources are presented in APA sixth edition format. Extensive evidence is provided to support the existence of the local problem. Feedback:

Section 2: Content Study - Research Questions 1-3 research questions are provided that are clearly connected to the study problem and purpose, which will lead to the development of what needs to be done in this study and how it will be accomplished.--

Levels of Achievement: Novice .5 (1.19%) points Research questions are missing or are not connected to the study problem and purpose which will lead to the development of what needs to be done in this study and how it will be accomplished. Emerging 1 (2.38%) points 1-3 research questions are provided however they are not clearly connected to the study problem and purpose, which will lead to the development of what needs to be done in this study and/or how it will be accomplished. Proficient 1.5 (3.57%) points 1-3 research questions are provided that are clearly connected to the study problem and purpose, which will lead to the development of what needs to be done in this study and how it will be accomplished. Advanced 2 (4.76%) points 1-3 research questions grounded in the background literature are provided that are clearly connected to the study problem and purpose, which will lead to the development of what needs to be done in this study and how it will be accomplished. Feedback:

Section 2: Content Study - Possible Types and Sources of Information or Data Lists possible types and sources of data that could be used to address the proposed research question(s).--

Levels of Achievement: Novice .5 (1.19%) points Information regarding possible types and sources of data that could be used to address the proposed research question(s) is limited or missing. Emerging 1 (2.38%) points Identifies possible types or sources of data that could be used to address the proposed research question(s), such as test scores from college students, employee surveys, observations of a phenomenon, interviews with practitioners, historical documents from state records, deidentified school records, or information from a federal database, however, the connection between the types or sources and the research questions are not clear. Proficient 1.5 (3.57%) points Lists possible types and sources of data that could be used to address the proposed research question(s) such as test scores from college students, employee surveys, observations of a phenomenon, interviews with practitioners, historical documents from state records, deidentified school records, or information from a federal database. Advanced 2 (4.76%) points Describes possible types and sources of data that could be used to address the proposed research question(s), such as test scores from college students, employee surveys, observations of a phenomenon, interviews with practitioners, historical documents from state records, deidentified school records, or information from a federal database. Several types and possible sources are provided. Clear connections between the types and sources of data and the research questions. Feedback:

Section 2: Content Study - Possible Analysis Explains possible ways to organize and analyze the results obtained by the research strategies detailed previously and is aligned to research questions and the possible data that will be collected.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding possible ways to organize and analyze the results obtained by the research strategies detailed previously is minimal or missing. Alignment to research questions and the possible data that will be collected is missing. Emerging 1 (2.38%) points Lists possible ways to organize and analyze the results obtained by the research strategies detailed previously. Information is not clearly aligned to research questions and the possible data that will be collected. Proficient 1.5 (3.57%) points Explains possible ways to organize and analyze the results obtained by the research strategies detailed previously. Explanation is aligned to research questions and the possible data that will be collected. Advanced 2 (4.76%) points Explains possible ways to organize, analyze, and present the results obtained by the research strategies detailed previously. Explanation is clearly aligned to each research question and the possible data that will be collected. Feedback:

Section 3: Reflective Conclusion - Philosophy of Education and the Influence on Research and Practice. Summarizes how their philosophy of education influenced them to select the possible study topic and how this process may influence future practice.--

Levels of Achievement: Novice .5 (1.19%) points Information regarding how their philosophy of education influenced them to select the possible study topic is unclear or missing. Information about how this process may influence future practice is missing. Emerging 1 (2.38%) points Identifies how their philosophy of education influenced them to select the possible study topic. Information about how this process may influence future practice is unclear. Proficient 1.5 (3.57%) points Summarizes how their philosophy of education influenced them to select the possible study topic and how this process may influence future practice. Advanced 2 (4.76%) points Analyzes how their philosophy of education influenced them to select the possible study topic and how this process may influence future practice. Examples are provided and clear connections between the philosophy and the topic are made. Feedback:

Content/Information Clarity of purpose; Critical and original thought; Use of examples--

Levels of Achievement: Novice .5 (1.19%) points Central idea and clarity of purpose are absent or incompletely expressed. Displays little or no evidence of critical, careful thought or analysis and/or insight. Provides too few, or no examples and evidence or they are mostly irrelevant. Emerging 1 (2.38%) points Central idea and purpose are expressed but may be vague or too broad. Displays some evidence of critical, careful thought and analysis and/or insight. Provides general examples and evidence, loosely tied to central idea and purpose. Proficient 1.5 (3.57%) points Central idea and clarity of purpose are generally evident throughout the assignment. Displays adequate evidence of critical, careful thought and analysis and/or insight. Provides relevant supporting examples and evidence tied to central idea and purpose. Advanced 2 (4.76%) points Central idea is well developed and clarity of purpose is exhibited throughout the assignment. Displays strong evidence of critical, careful thought and analysis and/or insight throughout the assignment. Provides relevant and specific examples and evidence tied directly to central idea and purpose. Feedback:

Mechanics , Syntax, Organization Communicates ideas clearly; Demonstrates knowledge of writing conventions (grammar, syntax, spelling, sentence variety)--

Levels of Achievement: Novice .5 (1.19%) points Pervasive and serious grammatical errors impede the focus and effectiveness of the assignment. Pervasive and serious spelling and punctuation errors impede the flow and clarity of the assignment. Writing is brief, underdeveloped, and disorganized with very weak transitions and closure. Emerging 1 (2.38%) points Frequent grammatical errors detract from the focus and effectiveness of the assignment. Frequent spelling and punctuation errors detract from the flow and clarity of the assignment. Writing is confused and loosely organized. Transitions are weak and closure is ineffective. Proficient 1.5 (3.57%) points Minor or infrequent grammatical errors do not detract from the focus and effectiveness of the assignment. Minor or infrequent spelling and punctuation errors do not detract from the flow and clarity of the assignment. Writing includes a beginning, middle, and end, with some transitions and good closure. Advanced 2 (4.76%) points No grammatical, spelling, or punctuation errors in the assignment. Writing includes a strong, beginning, middle, and end with clear transitions and a focused closure. Feedback:

Sources and Evidence Use of credible, relevant sources to support ideas in correct APA format--

Levels of Achievement: Novice .5 (1.19%) points Demonstrates minimal effort to use sources to support ideas in the writing. Missing multiple APA formatting requirements and/or not using APA format & structure. Failed to cite sources or inability to find sources due to incorrect citation. Major, multiple errors in citation formatting. Emerging 1 (2.38%) points Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing. Missing one or two of the APA formatting requirements. and/or not using APA format & structure, Multiple errors in citation formatting. Proficient 1.5 (3.57%) points Demonstrates consistent use of credible, relevant sources to support ideas that are appropriate to the discipline and genre of the writing. Minor errors in APA formatting requirements and/or APA format and structure. Minor errors in citation formatting. Advanced 2 (4.76%) points Demonstrates consistent use of high-quality, credible, relevant sources to fully develop ideas that are relevant and innovative for the discipline and genre of the writing. Meets all APA formatting requirements and APA format and structure. No errors in citation formatting. Feedback:

Total Points: 42