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iRubric: Learner Characteristics/Goal Setting rubric

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Learner Characteristics/Goal Setting Learner Characteristics/Goal Setting The purpose of this assignment sequence is to give you experience with developing a case study of a second language writer. You should incorporate ideas and information from the readings in your work, providing citations where needed. This paper should be 2-3 pages long and follow the guidelines described in the syllabus. Rubric Code: B5737 Ready to use Public Rubric Subject: Education Type: Assignment Grade Levels: Graduate

Content Descriptions
	Exemplary Exemplary; consistent with professional expectations. 5 pts	Meets Expectations Contains all required elements within a criterion. 4 pts	Approaching Expectations Most criteria have been met but may need further development. 3 pts	Falls Short of Expectations Wholly or largely failed to address a particular criterion. 2 pts
Describing Learner Characteristics 30 %	Exemplary Description is informative and engaging; provides a "whole picture" of the learner.	Meets Expectations Description is complete and informative. The reader can begin to "get a picture" of your learner from your description.	Approaching Expectations Provides most essential elements. Some criterion are missing or need to be addressed more fully to help the reader understand your learner.	Falls Short of Expectations Description is perfunctory or absent. More information is needed for the reader to understand the focus learner.
Planning for Instruction/Strategies 30 %	Exemplary Proposed teaching ideas/strategies are creative, innovative and obviously selected with both the focus learner and appropriate literature in mind.	Meets Expectations Proposed teaching ideas/strategies are appropriate to the focus learner and existing literature is referenced as necessary.	Approaching Expectations Includes a limited number of teaching ideas and/or strategies. Consideration of focus learner's needs and existing literature is somewhat evident, but needs to be developed.	Falls Short of Expectations Planning for instruction is perfunctory or absent. Few or no ideas/strategies are addressed or have little or no relation to the focus learner as described in the paper.
Rationale 20 %	Exemplary At all phases, rationale is evident, directly related to the needs of your learner, and clearly supported by relevant literature.	Meets Expectations A rationale is established; relevant literature is appropriate and supports your choices.	Approaching Expectations Rationale is established but needs further development. Referenced literature is relevant, but may be lacking.	Falls Short of Expectations Little or no rationale is provided. References to the literature are missing or do not support your conclusions.
Organization/Timeliness
Choosing a Participant 10 %	Exemplary Evidence provided that all deadlines leading up to this assignment were met in a timely fashion.	Meets Expectations All students who meet this criterion will receive a score of "exceeds expectations" as described in the rubric.	Approaching Expectations Although all criterion may have been met, it was not in accordance with the deadlines as described in the syllabus and course schedule.	Falls Short of Expectations One or more deadlines for choosing a participant were missed or criterion for choosing a focus learner have not been met.
Organization 4 %	Exemplary Very well-organized and clearly developed. All parts are cohesive and clearly connected.	Meets Expectations Paper demonstrates suitable organization and is cohesive.	Approaching Expectations Somewhat organized, but needs further development to create a cohesive assignment that connects all parts of the paper.	Falls Short of Expectations Paper lacks organization or the parts are presented in isolation with little or no attempt to provide a cohesive whole.
Formatting/Following Guidelines 3 %	Exemplary Formatting follows guidelines for assignments as provided in syllabus. APA formatting is accurate and and consistently applied throughout.	Meets Expectations Formatting follows guidelines for assignments as provided in syllabus. APA formatting is mostly correct (1-2 small errors) and consistently applied throughout.	Approaching Expectations An evident attempt was made to follow APA style guidelines but the paper contains several errors or guidelines are inconsistently applied.	Falls Short of Expectations APA style guidelines have not been followed or are inconsistently applied. Guidelines for assignments are inconsistently or inaccurately applied.
Editing/Mechanics 3 %	Exemplary Editing is consistent and evident throughout; final product is polished and professional. Few to no errors.	Meets Expectations Editing is consistent and evident throughout; may contain a few errors but these do not detract much from the overall level of professionalism.	Approaching Expectations Editing is mostly consistent but may be unevenly applied, or contains several errors which detract from the overall professionalism of the paper.	Falls Short of Expectations Editing is inconsistent or unevenly applied throughout the entire paper. Grammatical, punctuation, or spelling errors are so numerous as to seriously detract from the professionalism of the paper.

Keywords:

Grad, ESL, ELL, ENL, Writing, Case Study, L541

Subjects:

Education

Types:

Assignment

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