| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECE-460 |
ECE-460-O500 |
Assessment Alignment and
| Pre-Assessment |
30.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (65.00%) |
Approaching (75.00%) |
Acceptable (85.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Standards and Objectives |
15.0% |
|
|
|
|
| Not addressed. |
The objectives are inadequately aligned with the state standards or are not developmentally appropriate for students specified. |
The objectives are adequately aligned with the state standards and are appropriate for students specified. |
The objectives are clearly aligned with the state standards and are developmentally appropriate for students specified. |
The objectives are expertly aligned to state standards and are developmentally appropriate for students specified. |
Pre-Assessment
|
| 20.0% |
Not addressed.
Pre-assessment is incomplete or fails to assess student knowledge prior to instruction. |
Pre-assessment moderately assesses student knowledge prior to instruction. |
Pre-assessment reasonably assesses student knowledge prior to instruction. |
Pre-assessment skillfully assesses student knowledge prior to instruction. |
| Scoring Criteria |
20.0% Not addressed.
Scoring criteria is incomplete or flawed in measuring student performance and distributing scores. |
Scoring criteria is basic in measuring student performance and distributing scores. |
Scoring criteria for measuring and categorizing how students performed on the pre-assessment are effective. |
Scoring criteria for measuring and categorizing how students performed on the pre-assessment are well organized and specific. |
| Differentiation |
25.0% |
Not addressed.
How pre-assessment data could be used to modify and differentiate instruction for all students is unclear. |
How pre-assessment data could be used to modify and differentiate instruction for all students is given basic consideration. |
Explanation of how the pre-assessment data could be used to modify and differentiate instruction for all students is logical. |
Explanation of how the pre-assessment data could be used to modify and differentiate instruction for all students is thoughtful. |
| 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. A variety 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. |
| 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 completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage |
100% |
