Rubic_Print_Format
| 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% |
Best Practices in Student Self-Assessment
Students learning self-regulation strategies may not always recognize how those skills can be developed across content areas. Teachers can assist these students by providing them guidance on how to expand their skills. It is also helpful when teachers establish common processes that provide students with the feedback they need to assess their personal efforts and outcomes.
For this assignment, take on the role of an elementary level teacher at a K-5 school. Your principal has noticed how well you communicate learning objectives, guide students to set individual goals, and guide students to self-regulate and track their progress across multiple content areas. Because of your successes using these best practices, your principal has asked you to present best practices to fellow teachers across all content areas in an upcoming professional development.
Part 1: Best Practices Presentation
Create a 10-12 slide digital presentation to present to your teacher colleagues describing evidence-based instructional practices related to the self-regulation cycle, including goal setting, communicating learning objectives, monitoring student progress, providing effective feedback, and promoting self-regulation across multiple content areas.
The presentation should include the following components:
How to communicate the unit or lesson learning objectives to students, and how they will be measured on their performance of those objectives
How to encourage 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
How to continuously monitor student progress to provide effective, descriptive feedback across multiple content areas
How to work with students to collaboratively establish learning goals, identify quality work, and analyze their assessment results across multiple content areas
Title slide, reference slide, and presenter’s notes.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
Part 2: Reflection
In 250-500 words, summarize and examine the process of implementing best practices in encouraging self-regulation, setting goals, communicating objectives, monitoring progress, and providing effective feedback.
Consider the following questions:
How can you use students’ performance data to guide and engage students in thinking and learning?
How does the assessment data inform future instructional planning based on identified learning gaps and patterns?
How does planning for students to engage in the self-regulation cycle influence students’ confidence in learning independently and taking ownership of their academic progress?
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