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ASSIGNMENT THREE RUBRIC CASE STUDY Semester 2, 2015.

CRITERIA
Identificatio
n of needs
of the
student
supported
by evidence
from
reading and
research
20%
Explanation
of key
terms and
strategies
used to
differentiat
e learning
and
teaching;
Explanation
of
strategies
to make
accommod
ations and
adjustment
s to
teaching
and
learning.
35%

HIGH DISTINCTION
Excellent and thorough
identification of needs of
the student supported by
extensive evidence from
research; excellent
identification of the
needs of the other
students in the class.
Principles of UDL
explained clearly using
examples.
Provided excellent,
appropriate strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 20
referenced strategies
linked to the students
needs. Excellent
explanation of the
difference between
differentiation and
accommodations/adjust
ments.

DISTINCTION
Very good identification
of needs of the student
supported by research;
very good identification
of the needs of the other
students in the class.
Principles of UDL
explained using
examples.

CREDIT
Good identification of
needs of the student mainly taken from the
text book but with a
definition included from
research; identification
of the needs of the other
students in the class.
Principles of UDL
explained well.

PASS
Satisfactory
identification of needs
of the student just
from the text book;
some consideration of
the needs of the other
students in the class
Principles of UDL
explained satisfactorily.

FAIL
Poor identification of
needs of the student; no
mention of the other
students in the class and
their needs. No
explanation of the
principles of UDL.

Provided very good,


appropriate strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 16
referenced strategies
linked to the students
needs. Very good
explanation of the
difference between
differentiation and
accommodations/adjust
ments.

Provided good,
appropriate strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 12
referenced strategies
linked to the students
needs. Good
explanation of the
difference between
differentiation and
accommodations/adjust
ments.

Provided satisfactory
and appropriate,
strategies for
differentiation and for
making adjustments and
accommodations.
Minimum of 8
referenced strategies
linked to the students
needs. Satisfactory
explanation of the
difference between
differentiation and
accommodations/adjust
ments

Provided inappropriate
strategies; Strategies
were not linked to the
needs of the students.
Poor explanation of the
difference between
differentiation and
accommodations/adjust
ments

Identificatio
n of support
agencies
and
technologie
s
appropriate
for the
student
15%
ILP

25%
Literacy
criteria

5%

Identified, explained and


justified 3 or more
appropriate support
agencies; identified,
explained and justified 5
or more appropriate
assistive technologies

Identified, explained and


justified 2 or more
appropriate support
agency; identified,
explained and justified 4
or more appropriate
assistive technologies

Identified 2 or more
appropriate support
agency; identified 3 or
more appropriate
assistive technologies

Identified 1 or more
appropriate support
agency; identified 2 or
more appropriate
assistive technologies

No support agency
identified or explained;
no appropriate assistive
technologies identified
or explained

Excellent, appropriate
focus areas identified
(3); 3 long term goals
and 3 short term
SMART goals listed for
student; excellent
strategies on how to
assist the student to
achieve these learning
outcomes; excellent
strategies to monitor
progress towards
achieving the goals.

Excellent, appropriate
focus areas identified
(3); 3 long term goals
and 3 short term
SMART goals listed for
student; very good ideas
on how to assist the
student to achieve these
learning outcomes; very
good suggestions on
ways to monitor
progress towards
achieving the goals.

Appropriate focus areas


identified (3); 3 long
term goals and 3 short
term SMART goals
listed for student; good
ideas on how to assist
the student to achieve
these learning outcomes;
good suggestions on
ways to monitor
progress towards
achieving the goals.

Appropriate focus areas


identified (3); 3 long
term goals and 3 short
term SMART goals
listed for student;
satisfactory ideas on
how to assist the student
to achieve these
learning outcomes;
satisfactory suggestions
on ways to monitor
progress towards
achieving the goals.

Inappropriate focus
areas identified; short
term goals were not
SMART goals;
inappropriate strategies
on how to assist the
student to achieve these
learning outcomes;
inappropriate ways to
monitor progress
towards the goals.

Excellent grammar,
spelling, written
expression; excellent
referencing throughout;
minimum 10 references

Generally excellent
grammar, spelling,
written expression; very
good referencing
throughout; minimum 8
references

Good grammar, spelling,


written expression; good
referencing throughout;
minimum 6 references

Satisfactory grammar,
spelling, written
expression; satisfactory
referencing; 5
references including the
text

Poor grammar, spelling,


written expression; poor
referencing; fewer than
5 references; text book
not referenced