Wannen Rubric
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This document contains a rubric for evaluating student group presentations. It assesses students on preparation, organization of content, depth of subject knowledge, quality of visual aids, mechanics, presentation skills, verbal techniques, and group work. The rubric includes spaces to provide point values and percentage grades for each group's performance on the various criteria.
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7NE Lesson 12 plan
This lesson plan is for a Year 7 class on persuasive writing. The lesson will focus on preparing students for an assessment on persuasive writing by having them annotate an example advert and plan their own assessment. Students will work to understand the assessment objectives of identifying connotation and denotation, and will practice writing paragraphs using a Point, Evidence, Explain structure. Formative assessment such as questioning, annotating, and planning activities will help the teacher evaluate students' understanding.
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1) The lesson plan is for a Year 7 class on persuasive writing. The learning goal is for students to understand how to improve a paragraph based on feedback and write a response to marking.
2) All students will write a response to marking paragraph where they improve one of their previous paragraphs using the feedback and lessons.
3) Formative assessment includes teacher questioning and students writing a response to marking paragraph demonstrating their understanding of the feedback to improve their work.
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I find this to be a very useful and exciting tool to use in classrooms and periodic intervals. Reflection is key.
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Executive Program Practical Connection Assignment
Component
Proficient (15 to 20 points)
Competent (8 to 14 points)
Novice (1 to 7 points)
Score
Assignment Requirements
Student completed all required portions of the assignment
Completed portions of the assignment
Did not complete the required assignment.
Writing Skills, Grammar, and APA Formatting
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
Proper use of APA formatting. Properly and explicitly cited outside resources. Reference list matches citations.
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
Use of APA formatting and citations of outside resources, but has a few instances in which proper citations are missing.
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
Maintains purpose/focus
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document
Submissions has an organizational structure and the focus is clear throughout.
Submission lacks focus or contains major drifts in focus
Understanding of Course Content
Student demonstrates understand of course content and knowledge.
Student demonstrates some understanding of course content and knowledge.
Student does not demonstrate understanding of course content and knowledge.
Work Environment Application
Student strongly demonstrates the practical application, or ability to apply, of course objectives within a work environment.
Student demonstrates some practical application, or ability to apply, of course objectives within a work environment.
Student does not demonstrate the practical application, or ability to apply, of course objectives within a work environment.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) an ...
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APUS Assignment Rubric Lower Level
Undergraduate 300-400 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis
Content/Subject Knowledge
Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
______________________________________________________________________________
Content/Subject Knowledge – 20 points
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provid ...
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
Beginning
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
Developing
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Accomplished
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
Beginning
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Accomplished
Student exhibits above average usage of subject matter in assignment. Student.
Goals and objectives
The document discusses goals and objectives for language curriculum design. It defines goals as general statements about what students should be able to do after completing a program, while objectives are more specific statements about the knowledge, behaviors, and skills students will have by the end of a course or program. The document provides examples of goals and objectives using different frameworks, emphasizes that objectives should directly support achieving goals, and recommends integrating Bloom's Taxonomy when formulating goals and objectives to ensure they address different learning domains.
Unit 6 sow 13 14
The scheme of work provides guidance for a BTEC Level 3 National Diploma in Building Technology course taking place on Tuesdays from 5-8:30pm. It outlines 12 topics to be covered over the course, including common construction methods, foundations, and superstructures. Learning activities include discussions, note-taking, and assignments. Formative and summative assessments are planned along with consideration of learning styles and needs.
Assessment in a constructivist, technology supported learning
1) Authentic assessment is most appropriate for constructivist and technology-supported learning environments as it measures higher-order thinking skills, application of skills to real-world tasks, and collaborative abilities.
2) Performance-based and product assessments are direct forms of authentic assessment that evaluate students' integrated skills through presentations of solutions to assigned problems or group projects involving technology.
3) Scoring rubrics clearly define standards and allow for self-assessment, integrating assessment into the learning process rather than relying on fear-based testing.
Graduate 500-600 CoursesFull Rubric for Classroom Publication.docx
This document provides information about growing bacteria in culture, including:
1. Bacteria are grown in liquid or solid culture media to study pure cultures or separate mixed cultures.
2. Dilution streaking and spread plating techniques are used to isolate pure bacterial colonies from mixed cultures.
3. Different types of media such as complex, defined, enriched, selective, and differential media are used to culture specific bacteria.
4. Some bacteria require specific growth factors due to adaptations to their natural habitats and some remain unculturable without these factors or an intracellular environment.
EXEMPLARY LEVEL 4ACCOMPLISHED LEVEL 3DEVELOPING LEVEL 2BEG.docx
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-sup ...
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Wfsg EDM Implementation Walk #2
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BUSI 642Thematic Integration of Faith and Learning RubricCri.docx
BUSI 642
Thematic Integration of Faith and Learning Rubric
Criteria
Content
Levels of Achievement
98 Points
Advanced
Proficient
Developing
Not Present
Points Earned
Key Components
& Major Point Support
98-92 points
· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements
· Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
· Student demonstrates a higher level of critical thinking necessary for doctoral-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions, which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
91-85 points
· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
· Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
· Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the students above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with two or fewer errors.
84-1 points
· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.
· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key.
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Running head STUDENT POPULATIONS .docx
Running head: STUDENT POPULATIONS Edwards 1
STUDENT POPULATIONS Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value
Learning Target(s) One purposeful question posed by teacher to promote critical thinking?
Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for students.
-Pupils will differentiate odd numbers from even numbers based on ending place value digit
-Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations.
Gradual Release of Learning
Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio.
Differentiation of Instruction
The diffe ...
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