|
1
No Submit
0.00% |
2
Unsatisfactory
75.00% |
3
Less than Satisfactory
80.00% |
4
Satisfactory
88.00% |
5
Good
92.00% |
6
Excellent
100.00% |
70.0 %Content |
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25.0 %Explore how that diverse characteristic impacts learning style |
None |
Does not select a population that represents a type of diversity, and/or does not explore how a selected diverse characteristic impacts learning style.Benchmark - Teaching Diverse Learners Presentation Paper |
Explores how selected diverse characteristic impacts learning style, but discussion is weak in conclusions, not scholarly, and is missing key elements. |
Explores how selected diverse characteristic impacts learning style. Although scholarly written, discussion is weak in conclusions. |
Explores how selected diverse characteristic impacts learning style; is scholarly written and draws relevant conclusions. Uses examples to validate conclusions. |
Clearly & comprehensively explores how selected diverse characteristic impacts learning style; includes examples as well as scholarly references to validate conclusions.Benchmark - Teaching Diverse Learners Presentation Paper |
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25.0 %Discuss 3 teaching strategies an educator could use with that particular group of learners. Includes rationale for each strategy |
None |
Discusses fewer than 3 teaching strategies an educator could use with that particular group of learners. Does not include rationale for each strategy Discussion is limited in scope and not scholarly |
Discusses fewer than 3 teaching strategies an educator could use with that particular group of learners.Benchmark - Teaching Diverse Learners Presentation Paper Includes limited rationale for each strategy Discussion on presented strategies is comprehensive - just missing at least one strategy |
Discusses 3 teaching strategies an educator could use with that particular group of learners. Includes rationale for each strategy |
Clearly discuss 3 teaching strategies an educator could use with that particular group of learners - Includes rationale for each strategy but discussion is not comprehensive in scope |
Clearly & comprehensively discuss 3 teaching strategies an educator could use with that particular group of learners. Includes rationale for each strategy.Benchmark - Teaching Diverse Learners Presentation Paper |
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20.0 %Present a plan to incorporate students with different areas of diversity into one class group. |
None |
Barely presents a plan to incorporate students with different areas of diversity into one class group - plan is limited in scope and clarity |
Minimally presents a plan to incorporate students with different areas of diversity into one class group - plan is limited in scope or not clearly presented- |
Presents a plan to incorporate students with different areas of diversity into one class group - |
Clearly presents a plan to incorporate students with different areas of diversity into one class group - but plan is not comprehensive |
Clearly & comprehensively presents a plan to incorporate students with different areas of diversity into one class group.Benchmark - Teaching Diverse Learners Presentation Paper |
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10.0 %Assignment Criteria |
Benchmark - Teaching Diverse Learners Presentation Paper |
5.0 %Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials |
None |
Selected literature is irrelevant & insufficient. Does not meet stated criteria.Benchmark - Teaching Diverse Learners Presentation Paper Does not use evidence-based sources when available. Uses only course materials |
Weak selection of sufficient & relevant literature (less than 5 years old) no scholarly, peer-reviewed references used - other than course materials) Uses only course materials |
Fair selection of sufficient & relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used - other than course materials)Benchmark - Teaching Diverse Learners Presentation Paper Does not use evidence-based sources when available |
Partial selection of sufficient & relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used - other than course materials) Uses evidence-based sources when available |
Excellent selection of sufficient & relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used - other than course materials) Uses evidence-based sources when available |
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10.0 %Assignment Criteria |
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5.0 %Length |
None |
Unacceptable adherence to assignment length criteria (less than or more than 50% of stated criteria)Benchmark - Teaching Diverse Learners Presentation Paper |
Poor adherence to assignment length criteria (within 50% of stated criteria) |
Weak adherence to assignment length criteria (within 25 % of stated criteria) |
Adequate adherence to assignment length criteria (within 10% of stated criteria) |
Excellent adherence to assignment length criteria (within stated criteria)Benchmark - Teaching Diverse Learners Presentation Paper |
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15.0 %Organization and Effectiveness |
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10.0 %Presentation Manner |
None |
Incomplete speakers' notes. |
Weak speakers' notes |
Adequate speakers' notes. |
Complete speakers' notes. |
Comprehensive speakers' notes . |
|
15.0 %Organization and Effectiveness |
Benchmark - Teaching Diverse Learners Presentation Paper |
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
None |
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Benchmark - Teaching Diverse Learners Presentation Paper |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. |
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. |
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. |
Writer is clearly in command of standard, written, academic English.Benchmark - Teaching Diverse Learners Presentation Paper |
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5.0 %Format |
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4.0 %APA Format |
None |
Correct APA format is not evident in the paper. |
Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA.Benchmark - Teaching Diverse Learners Presentation Paper |
Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. |
Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA.Benchmark - Teaching Diverse Learners Presentation Paper |
Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination. |
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1.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) |
None |
No reference page is included. No citations are used. |
Reference page is present. Citations are inconsistently used. |
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. |
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. |
In-text citations and a reference page are complete. The documentation of cited sources is free of error. |
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100 %Total Weightage |
Benchmark - Teaching Diverse Learners Presentation Paper |
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