ࡱ> IKH bjbj $(̟̟  ;;;; G,sssssNNNsnNNNNRssVssN߇LXz;lR0NNND;;  :   QIWK Rubric 100% = 2 on all criteria described in the four categories below. 88% = 7 of 8 available points on criteria below. 75% = 6 of 8 available points in criteria below 63% = 5 of 8 available points in criteria below Remaining possible scores = 50% (4 of 8), 38% (3 of 8), 25% (2 of 8), and 13% (1 of 8). The criteria for receiving points in each of four categories are described below. Rationale 0 The rationale is missing one or more of the essential components (context, impact on student learning, alignment) or is lacking sufficient detail to understand the essential components. 1 The rationale is clearly written and includes all three components: context, impact, and alignment. The context statement provides background information and describes the purpose of the artifact. The impact on student learning statement describes how the completion of this artifact facilitates students' learning in the classroom and may also specify the NCSCOS goals and objectives to be learned by the students. The alignment statement justifies how each appropriate standard/indicator from the NCDPI Standards for Elementary Teachers is met by the artifact. 2 The rationale is clearly written, comprehensive, and includes all three components: context, impact, and alignment. The context statement provides background information and describes the purpose of the artifact. The impact on student learning statement describes, in detail, how the completion of this artifact facilitates students' learning in the classroom and specifies, when appropriate, the NCSCOS goals and objectives to be learned by the students. There is a clear link between the impact on student learning and the activities described in the artifact. The alignment statement justifies how each appropriate standard/indicator from the NCDPI Standards for Elementary Teachers is met by the artifact.  Content Observations, analyses, and recommendations are stated clearly. Connections are made to strategies we discussed in class. Reflection focuses on administration, analysis, and what you learned from the experience. [Standard 1, Standard 8: Indicator 1] 0 Provides basic treatment of required elements. Relatively little elaboration of ideas presented. Unclear recommendations, observations, or analyses. Teaching recommendations do not included strategies discussed in class.1 Comprehensive treatment of at least two of the three required content elements, and basic treatment of the remaining one. 2 Detailed and insightful explanation of all elements. Detailed classroom and child(ren) examples that fully illustrate recommendations, observations, and analyses. Assignment Form Flow Organization Transitions Responsiveness to assignment directions 0 Failure to turn in one or more of the three products described above. Administration of the wrong QIWK word level(s). Loose organization: tangential information; confusing description of your administration. Lack of voice. 1 Failure to turn in one or more of the three products described above. Administration of the wrong QIWK word level(s). Loose organization: tangential information; confusing description of your administration. Lack of voice. All 3 products turned in. Administration of the correct QIWK word level(s). Coherence at a level that makes most of the descriptions, analyses, recommendations, and reflections easy to follow. Transitions, headings, subheadings make the paper more of a job than a joy to read. Reads like another draft would make it exceptional. 2 All 3 products turned in. Administration of the correct QIWK word level(s). Smooth flow of ideas. Introduction and/or summary sections that makes important points clearly and succinctly. All analyses, observations, and recommendations are illustrated with real child and classroom data. Transitions, headings, subheadings make the paper a joy to read. Conclusion pulls it all together.  Mechanics Grammar Spelling Punctuation 0 More than a few errors in grammar, punctuation, and/or spelling. Disrespectful of readers. Care in proofreading not evident. 1 Few errors in grammar, punctuation, and/or, spelling. Errors do not impair readers understanding of the text. 2 No errors in grammar, punctuations, or spelling. Highly respectful of readers. 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