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Criteria
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Levels of Achievement
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Content
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Advanced
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Proficient
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Developing
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Not present
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Instructional Overview
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15 to 16 points
The class description includes grade level, class size, and at least three other school characteristics.
The entire learning standard is copied into the essay with context for instruction.
The overview contains a detailed explanation of how the candidate will integrate viewing, interpreting, analyzing, or representing information from the standard into instruction. The connection between the standard and the integration area is quite clear.
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13 to 14 points
The class description includes grade level, class size, and at least one other school characteristic.
The entire learning standard is copied into the essay.
The overview contains a reasonable explanation of how the candidate will integrate viewing, interpreting, analyzing, or representing information from the standard into instruction. The connection between the standard and the integration area is clear.
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1 to 12 points
The class description includes grade level and class size OR class description is not included.
Part of the learning standard is copied into the essay OR the standard is not aligned with the candidate’s grade band/endorsement area OR the standard was not obtained from the Virginia Standards of Learning.
The overview contains an explanation of how the candidate will integrate viewing, interpreting, analyzing, or representing information from the standard into instruction OR the overview contains a limited explanation of the connection between the standard and the integration area OR the connection between the standard and the integration area is not included.
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0 points
The requirements are missing.
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Gifted Learners
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15 to 16 points
Two research-based strategies for working with gifted learners are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing). There is a fluid connection between this part of the essay and the instructional overview.
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13 to 14 points
Two research-based strategies for working with gifted learners are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing).
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1 to 12 points
One or two strategies for working with gifted learners are described. The strategies may or may not be aligned with the chosen standard and/or integration area (viewing, interpreting, analyzing, or representing).
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0 points
The requirements are missing.
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Struggling Learners
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15 to 16 points
Two research-based strategies for working with struggling learners are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing). There is a fluid connection between this part of the essay and the instructional overview.
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13 to 14 points
Two research-based strategies for working with struggling learners are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing).
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1 to 12 points
One or two strategies for working with struggling learners are described. The strategies may or may not be aligned with the chosen standard and/or integration area (viewing, interpreting, analyzing, or representing).
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0 points
The requirements are missing.
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English Language Learners
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15 to 16 points
Two research-based strategies for working with English language learners are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing). There is a fluid connection between this part of the essay and the instructional overview.
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13 to 14 points
Two research-based strategies for working with English language learners are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing).
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1 to 12 points
One or two strategies for working with English language learners are described. The strategies may or may not be aligned with the chosen standard and/or integration area (viewing, interpreting, analyzing, or representing).
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0 points
The requirements are missing.
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Students Impacted by Trauma
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15 to 16 points
Two research-based strategies for working with students impacted by trauma are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing). There is a fluid connection between this part of the essay and the instructional overview.
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13 to 14 points
Two research-based strategies for working with students impacted by trauma are described in detail and aligned with the chosen standard and integration area (viewing, interpreting, analyzing, or representing).
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1 to 12 points
One or two strategies for working with students impacted by trauma are described. The strategies may or may not be aligned with the chosen standard and/or integration area (viewing, interpreting, analyzing, or representing).
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0 points
The requirements are missing.
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Conclusion
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15 to 16 points
A well-written summary of the strategies presented throughout the essay is included.
A thorough discussion of how a teacher might incorporate several of these strategies into one lesson through differentiation is also included. Differentiation strategies are supported by research (evidenced through in-text citations).
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13 to 14 points
A summary of the strategies presented throughout the essay is included.
A discussion of how a teacher might incorporate several of these strategies into one lesson through differentiation is also included.
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1 to 12 points
A summary of some of the strategies presented throughout the essay is included or omitted.
A limited discussion of differentiation strategies aligned with the strategies presented throughout the essay is included or omitted.
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0 Points
The requirements are missing.
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Structure
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Advanced
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Proficient
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Developing
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Not present
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Grammar and Spelling
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10 points
Correct spelling and grammar are used throughout the essay. There are 0–2 errors in grammar or spelling that distract the reader from the content.
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8 to 9 points
There are 3–5 errors in grammar or spelling that distract the reader from the content.
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1 to 7 points
There are 6–10 errors in grammar or spelling that distract the reader from the content.
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0 points
There are more than 10 errors in spelling or grammar.
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Word Count
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7 points
The essay contains at least 1,200 words.
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6 points
The essay contains 1,100-1,199 words.
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1 to 5 points
The essay contains 50-1,099 words.
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0 points
The assignment included fewer than 50 words
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APA Format
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7 points
There are 0–1 minor errors in APA format in the required items: title page, font type and size, line spacing, headings, citations, and references.
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6 points
There are 2–3 minor errors in APA format in the required items.
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1 to 5 points
There are more than 3 errors in APA format in the required items.
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0 points
The assignment does not follow APA format at all.
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kusatsu31
TeachingStrategiesforDiverseLearnersEssayGradingRubric.docx
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