Non-participant

Participant

Active Participant

·          Missed ____ of the class sessions (including on-line chats)

·          Was late for ___ of the class sessions (including on-line chats)

·          Did not post required number of times per week

·          Did not work well as a team member during face-to-face or on-line group activities (e.g., during group activities, the participant did not participate equally; refused to contribute; was controlling and did not share tasks)

 ·       Did not contribute ideas, input, or content to group products

 ·        Very little consideration or effort was made by the participant to factor in diverse or individual learning styles or to actively listen during group discussions and presentations

o        Did not listen actively by commenting or asking follow-up questions during most discussion and panel presentations

 ·        Was not supportive of other participants by encouraging critical thinking and diverse ideas

·          Attended ___ of the class sessions (including on-line chats)

·          Was late for only one or two class sessions (including on-line chats)

·          Posted ___ of the required number of times

·         Worked well as a team member during most face-to-face or on-line group activities, but at times did not contribute or was controlling

 ·        Ideas, input, and content incorporated in the majority of group products

·         Participant was a responsive team member, but at times forgot to attend to diverse or individual learning styles of other members or to listen actively during group discussions and presentations.

o        Listened actively by commenting or asking follow-up questions during some discussion and panel presentations

·         Was supportive of most other participants by encouraging critical thinking and diverse ideas

·          Attended all but one of the class sessions (including on-line chats)

·          Was rarely late for only one or fewer class sessions (including on-line chats)

·          Posted at least the minimum number of times required per week

·          Worked consistently as a collaborative team member during face-to-face and on-line group activities (e.g., during group activities, the participant consistently participated equally, was rarely controlling, and encouraged the participation of others)

·         Ideas, input, and content incorporated into all group products

 ·        Participant was a responsive team member, and attended to diverse or individual learning styles of other members and listened actively during group discussions and presentations.

o        Listened actively by commenting or asking follow-up questions during most discussion and panel presentations

 ·        Was supportive of all other participants and the facilitators and guest presenters by encouraging critical thinking and diverse ideas

Ineffective

Emerging

Effective

Not all members of the team were present; Team unable to present plan; Presentation did not follow most directions

All team members attended class but presentation did not follow all directions

Team attended class and presented/discussed their plan

Team did not have needed materials (e.g., mentioned materials they did not bring) and was disorganized

Team had needed materials but difficulty in sharing them with others (e.g., the materials were hard to see or understand)

Team had relevant materials, shared and discussed the materials effectively and was well organized

Ineffective

Emerging

Effective

Not present on day scheduled. Presentation was completely unorganized and did not follow most directions.

Present as scheduled but not ready. Presentation was somewhat unorganized and did not follow all directions.

Ready to present as scheduled.

Presentation was organized, assignment directions followed.

Did not have needed materials (e.g., mentioned materials they should have brought).

Had needed materials but were hard to see or understand.

Had relevant materials, shared and discussed the materials effectively.

Group Work – As a group, how well did members of your group work together? For example, was the workload distributed fairly, did all members fully participate, and did the team present a clear and organized front to families?

Dysfunctional

Middle Management

Functional, Productive, and Happy

·         All members were not included and did not participate equally

·         Certain members refused to contribute

·         Certain members were controlling and did not share tasks

·         Very little consideration or effort was made by team members to factor in diverse or individual learning styles

·         Products do not represent input or ideas from all team members

·         All members were included, but at times, the work was not divided fairly or equitably

·         Team members were responsive, but at times forgot to attend to diverse or individual learning styles

·         Some of the products represent consensus of ideas and options

·         Some of the products were created with input from all team members

·         Each member of the team was responsive to other members’ diverse or individual learning styles and pace

·         All members participated equally – good division of labor

·         Products represent consensus of ideas and options

·         Products were created with input from all team members

Total # of points for group work: ______

Comments:

Individual Collaboration – Based upon the perspective of each student, how well did each member of your group work together? For example, was the workload distributed fairly, did all members fully participate, and did each member present a clear and organized front to families? Complete one rating for yourself and one for each of the team members.

Needs Improvement

Satisfactory Understanding

Good Understanding

Thorough Understanding

·            Works toward group goals only when prompted

·            Contributes to the group only when prompted

·            Needs occasional reminders to be sensitive to the feelings of others

·            Participates in needed changes when prompted and encouraged

·            Works toward group goals with occasional prompting

·            Contributes to the group with occasional prompting

·            Shows sensitivity to the feelings of others

·            Participates in making necessary changes with occasional prompting

·            Works toward group goals without prompting

·            Accepts and fulfills individual role within the group

·            Contributes knowledge, opinions and skills without prompting

·            Show sensitivity to the feelings of others

·            Willingly participates in needed changes

·            Consistently and actively works toward group goals

·            Is sensitive to the feelings and learning needs of all group members

·            Willingly accepts and fulfills individual role within the group

·            Consistently and actively contributes knowledge, opinions and skills

·            Values the knowledge, opinion and skills of all group members and encourages their contribution

·            Helps group identify necessary changes and encourages group action for change

Total number of points for individual collaboration: _____

Comments:

Task Completion – Measures how thoroughly the student completed the required tasks of the assignment following directions specified in the description of assignments and course policies.

Minimal attempt to complete the task and/or content frequently inappropriate

(Fewer than 6 pts)

Partial completion of the task, content mostly appropriate, ideas are undeveloped

(6-7.5 points)

Completion of the task, content appropriate, ideas adequately developed

(8-9.5 Points)

Superior completion of the task, content appropriate, ideas well developed and well-organized   (9-10 Points)

·         Several required elements were missing.

·         Plagiarized substantial portions of other’s work and/or did not cite the work of other appropriately.

·         Responses are unrelated to the assigned task

·         Most of the required elements present

·         Did not consistently cite the work of others and some evidence or plagiarism

·         Responses somewhat relevant but lack appropriate details.

·         All of the required elements present

·         Adhered to all course policies in completing the assignment (e.g., did not plagiarize)

·          Responses directly relate to the task as given and are well organized and cohesive

·         All of the required elements present and expanded upon.

·         Adhered to all course policies in completing the assignment (e.g., did not plagiarize)

·         Student is able to use a variety of learned expressions to provide detail.

Professionalism and Critical Thinking – Measures the overall degree to which the assignment was well organized, accurate, usable by others in the field; represented students’ ability to identify basic elements of thought (e.g., purpose, question, inform, interpret, state point of view) and their ability to synthesize multiple perspectives or sources of information.

Novice                      (12-13.5 Pts)

Apprentice             (14-15.5 Pts)

Proficient                 (16-17.5 Pts)

Distinguished            (18-20 Pts)

·         Text is almost impossible to understand, even by a sympathetic reader.

·         Errors of vocabulary, grammar and/or spelling are frequently made.

·         Text requires reader to “figure out” what the student is trying to say.

·         Does not seek outside sources of information upon which to draw conclusions.

·         A sympathetic reader should be able to “figure out” most of the text.

·         Minimal original thoughts and expansion of ideas or hypotheses development

·         Collects information from a single source and/or descriptions of an instrument only from the test manual.

·         Heavy reliance upon direct quotes to provide information, make key points, and justify conclusions.

·         A sympathetic reader should be able to understand all of the text with very brief pauses.

·         Collects evidence from a couple of sources, but primary reliance on the WWW

·         Accurately interprets evidence collected, but interprets mostly from past experience or options.

·         Appropriate reliance on direct quotes to provide information, make key points, and justify conclusions.

·         Any reader should be able to understand all of the text with very brief pauses and with little background knowledge.

·         Ideas/thinking and examples have originality, depth, and are elaborated upon (i.e., interprets, analyzes and describes new insight).

·         Collects evidence from a wide variety of sources.

·         Accurately interprets evidence collected.

·         Appropriate reliance on direct quotes to provide information, make key points, and justify conclusions.

Task Completion – Measures how thoroughly the student completed the required tasks of the Big Idea following directions specified in the description of assignments and course policies.

Minimal attempt to complete the task and/or content frequently inappropriate

Partial completion of the task, content mostly appropriate, ideas are undeveloped

Completion of the task, content appropriate, ideas adequately developed

Superior completion of the task, content appropriate, ideas well developed and well-organized

·         Several required elements were missing.

·         Plagiarized substantial portions of other’s work and/or did not cite the work of other appropriately.

·         Responses are unrelated to the assigned task

·         Most of the required elements present

·         Did not consistently cite the work of others and some evidence or plagiarism

·         Responses somewhat relevant but lack appropriate details.

·         All of the required elements present.

·         Adhered to all course policies in completing the assignment (e.g., did not plagiarize)

·         Responses directly relate to the task as given and are well organized and cohesive

·         All of the required elements present and expanded upon.

·         Adhered to all course policies in completing the assignment (e.g., did not plagiarize)

·         Student is able to use a variety of learned expressions to provide detail.

Growth– Measures the overall degree to which the Big Idea represents a clear change or level of growth from the original product. Measures the degree to which feedback and suggestions were incorporated into the revised product. Extent to which revised product is well-organized, accurate, usable by others in the field; and represented student’s ability to synthesize multiple perspectives or sources of information.

Novice

Apprentice

Proficient

Distinguished

·         No change in revised product.

·         Product is almost impossible to understand, even by a sympathetic reader.

·         Errors of vocabulary, grammar and/or spelling are frequently made.

·         Product text requires reader to “figure out” what the student is trying to say.

·         Does not seek outside sources or suggestions to make necessary revisions.

·         Some changes, but mostly a restatement of earlier work or missing critical changes deemed necessary.

·         A sympathetic reader should be able to “figure out” most of the text, but may not be able to use the product.

·         Many changes incorporated, clear attempt to incorporate feedback and new ideas.

·         A sympathetic reader should be able to understand and use the product, but may need to make additional changes or may need to seek for clarification.

·         Product text should flow in such a way that the reader can readily understand it.

·         All necessary changes made or attempted. Clear incorporation of new ideas and suggestions.

·         Any reader should be able to understand and use the product as an example of recommended practice.

·            Ideas/thinking and examples have originality, depth, and are elaborated upon.

·            Interprets, analyzes and describes new insight.

Task Completion – Measures how thoroughly the student completed the required task.

Less than 3 attempt to complete the task and/or content frequently inappropriate

3 points - Partial completion of the task, content mostly appropriate, ideas are undeveloped

4-4.5 points – Completion of the task, content appropriate, ideas adequately developed

5 points – Superior completion of the task, content appropriate, ideas well developed and well-organized

·            Makes an effort but falls short, missing several required elements.

·            Responses may be unrelated to the assigned task.

·            A required portion of the task may be missing.

·            Responses are mostly relevant but lack appropriate details.

·            All required elements are present.

·            Responses directly relate to the task as given.

·            All required elements are present.

·            Student is able to use a variety of learned expressions to provide detail.

·            Responses are well organized and cohesive.

Comprehensibility – Measures the degree to which the sympathetic reader needs to interpret the students’ response. Covers the big picture. Errors in grammar and vocabulary may, but do not always interfere with comprehensibility.

Recommended Practice Features in Writing PLOPs (describe child’s strengths, interests and emerging skills; use examples to illustrate or demonstrate key behaviors; include multiple perspectives; avoid jargon and test scores, relate back to academic content standards when appropriate (i.e., preschooler or K+)

Less than 7 points – Text barely comprehensible

7 points – Text mostly comprehensible, requiring interpretation on the part of the reader

8-9 points – Text comprehensible, requiring minimal interpretation on the part of the read

10 points – Text readily comprehensible, requiring no interpretation on the part of the reader

·         Text is almost impossible to understand, even by a sympathetic reader.

·         Errors of vocabulary, grammar and/or spelling may be impossible to decipher.

·         Text requires reader to “figure out” what the student is trying to say.

·         A sympathetic reader should be able to “figure out” most of the text.

·         Some parts of the text may still be incomprehensible.

·         The reader may have to pause briefly in order to fully understand the text.

·         Ideas should flow and show some organization.

·         A sympathetic reader should be able to understand all of the text with very brief pauses.

·         Text should flow in such a way that the reader can readily understand it.

·         Does not use any of the recommend practices for writing reports (e.g., full of jargon, no examples).

·         Uses some of the recommend practices for writing reports (e.g., full of jargon, no examples).

·         Uses most of the recommended practices for writing reports.

·         Uses all of the recommended practices for written reports.

Task Completion – Measures how thoroughly the student completed the required task.

Attempt to complete the task and/or content frequently inappropriate

Partial completion of the task, content mostly appropriate, ideas are undeveloped

Completion of the task, content appropriate, ideas adequately developed

Superior completion of the task, content appropriate, ideas well developed and well-organized

·          Makes an effort but falls short, missing several required elements.

·         Responses may be unrelated to the assigned task.

·         A required portion of the task may be missing.

·         Responses are mostly relevant but lack appropriate details.

·         All required elements are present.

·        Responses directly relate to the task as given.

·         All required elements are present and expanded upon (e.g., clarification, rationale, tie back to literature)

·         Student is able to use a variety of learned expressions to provide detail.

·         Responses are well organized and cohesive.

Goals and Objectives – Extent to which written goals and objectives meet quality criteria, are written using ABC formula, and represent recommended practices (Transdisciplinary, developmentally appropriate, will promote a child’s access to and progress in the general curriculum, link to PLOP and needs and/or Outcome).

Attempt to write goals and objectives frequently inappropriate or inaccurate

Partial attempt to follow recommended practices in writing goals and objectives

Great start at writing “good” goals and objectives

Superior job writing goals and objectives

·         Most goals and objectives are NOT measurable

·         Most goals and objectives do not meet the 9 quality criteria specified on the GORI

·         Most goals and objectives are NOT written using the ABC formula

1)       Most antecedents are specific teaching strategies

2)       Most criterion statements are not manageable in terms of data collection

·         Recommended practices are NOT reflected in how the goals and objectives are written

·         Some goals and objectives are measurable

·         Some goals and objectives meet some of the 9 quality criteria specified on the GORI

·         Some goals and objectives are written using the ABC formula

1)       Some of the antecedents are specific teaching strategies

2)       Some criterion statements are not manageable in terms of data collection

·         Some recommended practices are reflected in how the goals and objectives are written

·         Most goals and objectives are measurable

·         Most goals and objectives meet most of the 9 quality criteria specified on the GORI

·         Most goals and objectives are written using the ABC formula

1)       Most of the antecedents are not specific teaching strategies

2)       Most criterion statements are manageable in terms of data collection

·         Most recommended practices are reflected in how the goals and objectives are written

·         All goals and objectives are measurable and can be easily understood and have meaning for people without special education training

·         All goals and objectives clearly meet the 9 quality criteria specified on the GORI

·         Goals and objectives are written using the ABC formula

1)       All antecedents are NOT specific teaching strategies

2)       All criterion statements are manageable in terms of data collection

·         All recommended practices are reflected in how the goals and objectives are written

Implementation Strategies – Extent to which the three-implementation strategies (intervention plans, activity schedules, and activity plans) link IFSP/IEP targets and individualized instructions within an activity-based approach.

Attempt to develop individualized instruction using the implementation strategies frequently inappropriate or inaccurate

Partial attempt to follow recommended practices in linking goals/objectives and individualized intervention efforts

Great start at linking goals/objectives and individualized intervention efforts

Superior job linking goals/objectives and individualized intervention efforts

·         Did not complete the three implementation strategies according to guidelines and examples provided in class

·         No link between goals and objectives and implementation strategies – none of the four elements of ABI are present:

1-Used child-directed, routine, and planned activities

2-Created multiple and varied learning opportunities

3-Targeted functional and generative skills

4-Identified timely and integral feedback

·         Completion of the three implementation strategies but not always in accordance with guidelines and examples provided in class (e.g., missing pieces, incorrect information)

·         Unclear link between goals and objectives and implementation strategies – few of the four elements of ABI are present:

1-Used child-directed, routine, and planned activities

2-Created multiple and varied learning opportunities

3-Targeted functional and generative skills

4-Identified timely and integral feedback

·         Completion of the three implementation strategies follows guidelines and examples provided in class

·         Clear link between goals and objectives and implementation strategies – some of the four elements of ABI are present:

1-Used child-directed, routine, and planned activities

2-Created multiple and varied learning opportunities

3-Targeted functional and generative skills

4-Identified timely and integral feedback

·         Completion of the three implementation strategies follows guidelines and examples provided in class and show creativity or variations of ideas

·         Clear link between goals and objectives and implementation strategies tied to an activity-based approach

1-Used child-directed, routine, and planned activities

2-Created multiple and varied learning opportunities

3-Targeted functional and generative skills

4-Identified timely and integral feedback

Task Completion – Measures how thoroughly the student completed the required task.

Did not complete the task and/or content frequently inappropriate

Partial completion of the task, content mostly appropriate, ideas are undeveloped

Completion of the task, content appropriate, ideas adequately developed

Superior completion of the task, content appropriate, ideas well developed and well-organized

·         Makes an effort but falls short, missing several required elements.

·         Responses may be unrelated to the assigned task.

·         A required portion of the task may be missing.

·         Responses are mostly relevant but lack appropriate details.

·         All required elements are present.

·         Responses directly relate to the task as given.

·         All required elements are present and expanded upon

·         Student is able to use a variety of learned expressions to provide detail.

·         Responses are well organized and cohesive.

Comprehensibility – Measures the degree to which the sympathetic reader needs to interpret the students’ response. Covers the big picture. Errors in grammar and vocabulary may, but do not always interfere with comprehensibility.

Recommended Practice Features in Writing PLOPs (describe child’s strengths, interests and emerging skills; use examples to illustrate or demonstrate key behaviors; include multiple perspectives; avoid jargon and test scores, relate back to academic content standards when appropriate (i.e., preschooler or K+).

Text barely comprehensible

Text mostly comprehensible, requiring interpretation on the part of the reader

Text comprehensible, requiring minimal interpretation on the part of the read

Text readily comprehensible, requiring no interpretation on the part of the reader

·         Text is almost impossible to understand, even by a sympathetic reader.

·         Errors of vocabulary, grammar and/or spelling may be impossible to decipher.

·         A sympathetic reader should be able to “figure out” most of the text.

·         Some parts of the text may still be incomprehensible.

·         The reader may have to pause briefly in order to fully understand the text.

·         Ideas should flow and show some organization.

·         A sympathetic reader should be able to understand all of the text with very brief pauses.

·         Text should flow in such a way that the reader can readily understand it.

·         Does not use any of the recommend practices for writing reports (e.g., full of jargon, no examples).

·         Uses some of the recommend practices for writing reports (e.g., full of jargon, no examples).

·         Uses most of the recommended practices for writing reports.

·         Uses all of the recommended practices for written reports.

Communication – Measures the degree that both written documents and reports and verbal interactions were completed in organized, understandable and respectful manner.

Beginning

Developing

Accomplished

Exemplary

·         Excessive professional jargon was used in both written documents and verbal interactions resulting in a lack of understanding and sensitivity

·         My ideas were neither sought nor utilized in written documents and reports

·         Team members were unable to explain purpose, procedures, and objectives

·         Team members engaged in inappropriate conversation using informal and disrespectful rules

·         Written documents appeared to be written in a piecemeal and unorganized fashion

·         Professional jargon was used in both written documents and verbal interactions but may have been explained in a respectful and understandable manner

·         My ideas were sought but not utilized in written documents and reports

·         Team members were unclear or inconsistent in their ability to explain purpose, procedures, and objectives

·         Some team members engaged in inappropriate conversation using informal and disrespectful rules

·         Written documents appeared to be organized but the information appeared to be written in a piecemeal manner

·         Most written documents and reports contained language that was sensitive, understandable, respectful and jargon -free

·         Some of my ideas were represented in written documents and reports

·         Most of the team members clearly conveyed purpose, procedures, and objectives, some inconsistency may have been apparent between team members

·         Most of the team members used socially appropriate conversation rules and were sensitive to cultural differences (when appropriate).

·         Written documents were written in a cohesive manner reflecting my child as a whole, some areas of the documents may appear unorganized or piecemeal

·         All written documents and reports contained language that was sensitive, understandable, respectful and jargon -free

·         My ideas were represented in written documents and reports

·         Team members clearly conveyed purpose, procedures, and objectives

·         Team members consistently used socially appropriate conversation rules and were sensitive to cultural differences (when appropriate)

·         Written document were written in a cohesive manner reflecting my child as a whole

Professionalism – Measures the overall degree to which the team carried out activities in a professional manner. For example, were the team members organized, dressed appropriately and did they conduct themselves in an appropriate manner?

Novice

Apprentice

Proficient

Distinguished

·         Little organization or clear purpose

·         Did not show much enthusiasm or interest

·         Did not include you in the process in a manner in which you were comfortable

·         Dressed in an unprofessional manner

·         Did not appear to be actively listening, (e.g., repeated questions previously asked, did not reflect previously given responses in conversation).

·         Offered little information regarding

·         Loosely organized

·         Showed interest in your child but with fleeting enthusiasm and attention throughout activities

·         Included you in the process only through the asking of questions to receive information

·         Inconsistent use of reflective listening skills

·         Materials are organized but may not appear to be consistently prepared throughout all activities

·         Appears interested and enthusiastic in both your family and the activity

·         May have included you fully in all activities but may not have sought your input based upon your level of comfort.

·         Most members engaged in reflective listening but may not have been consistent across the team

·         Organized and well prepared for meetings and all activities

·         Appears interested and enthusiastic in both your family and the activity

·         Appropriately and respectively dressed

·         Consistently engaged in reflective listening

·         Fully included you in the process incorporating your desired level of participation and comfort

·         Provided appropriate, useful and respectful information

Collaboration – Based upon the perspective of the family members, did the student members of the team work well together and did they include you as a true decision-maker based upon your stated preferences and availability?

What do you mean, involve families?

Token Families

Families as Decision Makers

·         Did not work well together, particular members dominated and did majority of work/talking

·         Did not attempt to established my preferred level of involvement, decision-making or involve me in interpretation of information

·         Made little attempts to involve me in the assessment process

·         Worked well together most of the time, but maintained a sense of the “professionals” are the one in charge

·         Most students worked well together and were respectful of me as a member of the team

·         Students frequently sought my input and perspective and were sensitive to my families needs

·         Students made frequent efforts to ensure my preferred level of involvement, decision-making, and interpretation of information

·         Students were respectful of my ideas, opinions, and suggestions

·         Students repeatedly sought to include my family in all aspects of the assessment process (e.g., information gathering, information recording, information interpretation)

Overall Comments:

Criteria

Unacceptable

Average

Quality

Professionalism

   Dress/ Grooming

   Language

 Manner

Clearly inappropriate.

Offensive, poor usage, hard to understand.

Insensitive, sloppy.

Average.

Occasional errors in usage usually clear.

Acceptable.

Professional dress.

Clear, good usage, sensitivity.

Composed, enthusiastic at appropriate times.

Content

   Knowledge of subject matter.

   Coverage of material.

Clearly “didn’t do homework”, serious errors in information.

Inadequate, superficial.

Good grasp of material.

Adequate.

Excellent- obviously knows material.

Thorough.

Presentation

   Creativity

   Group integration

   Effectiveness in conveying         

   Information.

   Use of technology.

   Incorporation of trends, issues,

   Theories.

Little or none.

Lack of cooperation.

Poor.

Little or none/overdone.

Not in evidence.

Some creativity shown.

Average.

No link between the theory and application.

Some, could be better.

Some incorporation.

Exceptional.

High degree

Critical thinking.

Effective.

Excellent.

Self-assessment

    Accuracy

    Reflection

Unrealistic.

Little or no thought in evidence.

Somewhat realistic.

Some thought, reflection in evidence.

Honest appraisal.

Insightful, thorough.

Ineffective

Emerging

Effective

Aim of presentation not conveyed at outset

Aim of the presentation is conveyed, but subtly

Aim of presentation specifically conveyed at outset

Talks a lot but does not deliver relevant information (i.e., talk is not related to ongoing discussion)

Communicates relevant information but in a convoluted manner (e.g., uses a lot of unnecessary words)

Speaks clearly and concisely without unnecessary words

Voice volume is inaudible

Voice sometimes too loud, sometimes too soft

Voice is clear and easily heard

Rate of talking is too fast or slow for understanding (does not check with audience)

Rate of talking inconsistent (e.g., at times too fast, at times too slow)

Rate of talking is appropriate (e.g., not too fast or too slow), checks with audience

Required issues not addressed

Addresses all needed issues

Addresses all needed issues & additional issues from research

Presentation of material not carried out in an organized fashion, presentation of ideas difficult to follow

Presentation slightly disorganized but main ideas delivered

Presentation of material is carried out in an organized fashion, presentation easy to follow

Flow of presentation very choppy and difficult to follow

Flow slightly disorganized but somewhat easy to follow

Flow of presentation very smooth and easy to follow

Too much time spent on irrelevant or illogical issues & not enough on enlarging relevant issues

Equal amount of time on all issues associated with the topic

Appropriate amount of time enlarging relevant issues associated with the topic

Runs over allotted time

Presents in allotted time without leaving time for questions and answers

Presents plan under allotted time leaving time for questions and answers

Audience not considered when using jargon and terms

New terms occasionally explained, but not consistently

Audience is considered in explaining new terms

Audience not actively involved in the topic

Audience involved, but not actively

Audience involved in meaningful, active ways

Task Completion – Measures how thoroughly the student completed the required tasks of the Assessment Portfolio following directions specified in the description of assignments and course policies.

Minimal attempt to complete the task and/or content frequently inappropriate

Partial completion of the task, content mostly appropriate, ideas are undeveloped

Completion of the task, content appropriate, ideas adequately developed

Superior completion of the task, content appropriate, ideas well developed and well-organized

·         Several required elements were missing.

·         Plagiarized substantial portions of other’s work and/or did not cite the work of other appropriately.

·         Responses are unrelated to the assigned task

·         Most of the required elements present

·         Did not consistently cite the work of others and some evidence or plagiarism

·         Responses somewhat relevant but lack appropriate details.

·         All of the required elements present.

·         Adhered to all course policies in completing the assignment (e.g., did not plagiarize)

·         Responses directly relate to the task as given and are well organized and cohesive

·         All of the required elements present and expanded upon.

·         Adhered to all course policies in completing the assignment (e.g., did not plagiarize)

·         Student is able to use a variety of learned expressions to provide detail.

Professionalism and Critical Thinking – Measures the overall degree to which the Assessment Portfolio was well organized, accurate, usable by others in the field; represented students’ ability to identify basic elements of thought (e.g., purpose, question, inform, interpret, state point of view) and their ability to synthesize multiple perspectives or sources of information.

Novice

Apprentice

Proficient

Distinguished

·         Text is almost impossible to understand, even by a sympathetic reader.

·         Errors of vocabulary, grammar and/or spelling are frequently made.

·         Text requires reader to “figure out” what the student is trying to say.

·         Does not seek outside sources of information upon which to draw conclusions.

·         A sympathetic reader should be able to “figure out” most of the text.

·         Minimal original thoughts and expansion of ideas or hypotheses development

·         Collects recommended practice information from a single source and/or descriptions of an instrument only from the test manual.

·         Heavy reliance upon direct quotes to provide information, make key points, and justify conclusions.

·         A sympathetic reader should be able to understand all of the text with very brief pauses.

·         Text should flow in such a way that the reader can readily understand it.

·         Collects evidence from several sources (e.g., mostly WWW) and accurately interprets evidence collected.

·         Appropriate reliance upon direct quotes to provide information, make key points, and justify conclusions.

·         Any reader should be able to understand all of the text with very brief pauses and with little background knowledge.

·            Ideas/thinking and examples have originality, depth, and are elaborated upon.

·         Interprets, analyzes and describes new insight.

·         Collects evidence from a wide variety of sources.

·         Accurately interprets evidence collected.

·         Appropriate reliance upon direct quotes to provide information, make key points, and justify conclusions.

Task Completion – Measures how thoroughly the student completed the required tasks of the Individual Investigation following directions specified in the description of assignments and course policies.

Minimal attempt to complete the task and/or content frequently inappropriate

Partial completion of the task, content mostly appropriate, ideas are undeveloped

Completion of the task, content appropriate, ideas adequately developed

Superior completion of the task, content appropriate, ideas well developed and well-organized

·         Several of the required elements (see above) were not completed.

·         Did not follow directions pertinent to their topic.

·         Did not create products in line with their topic.

·         Plagiarized substantial portions of other’s work and or/did not cite the work of other appropriately.

·         Responses are unrelated to the assigned task

·         Most of the required elements (see above) were completed

·         Followed some of the directions pertinent to their topic.

·         Created minimal products in line with topic.

·         Did not consistently cite the work of others and some evidence or plagiarism

·         Responses somewhat relevant but lack appropriate details.

·         All of the required elements (see above) were completed.

·         Followed all directions pertinent to topic.

·         All products are aligned with directions specified for topic.

·         Adhered to all course policies in completing the assignment and creating products (e.g., did not plagiarize)

·         Responses directly relate to the task as given.

·         Responses are well organized and cohesive

·         All of the required elements (see above) were completed.

·         Followed all directions pertinent to topic.

·         All products are aligned with directions specified for topic.

·         Adhered to all course policies in completing the assignment and creating products (e.g., did not plagiarize)

·         Student is able to use a variety of learned expressions to provide detail.