Benchmark - Summative Examination

1
NO EVIDENCE
0.00% / 2
NOMINAL EVIDENCE
69.00% / 3
UNACCEPTABLE EVIDENCE
74.00% / 4
ACCEPTABLE EVIDENCE
87.00% / 5
TARGET EVIDENCE
100.00%
100.0 %CRITERIA
20.0 %Resistance and Readiness Short Answer InTASC 9(j) CEC 6.1 / No submission. / Response fails to convey applicable guidance and direction in case of teacher resistance and teacher responsibility. / Response provides inadequate guidance and direction in case of teacher resistance; is overly simplistic or vague in promoting teacher responsibilities and advocacy for classroom placement. / Response provides general guidance and direction in case of teacher resistance, clearly promoting teacher responsibilities and advocacy for classroom placement. / Response clearly and convincingly promotes teacher responsibilities and advocates for student. Thoroughly and appropriately addresses concerns of general education teacher and is respectful in tone.
20.0 %Legal Implications Short Answer InTASC 9(o) CEC 6.2 COE: D6 6.2 / No submission. / Response fails to describe applicable legal implications or who should be involved in the decision-making process. References are not cited, or do not relate to case. / Response superficially addresses applicable legal implications related to the placement decision, inadequately describes the roles of others within the decision making process, and/or is not clearly supported with research. / Response broadly describes applicable legal implications and who should be involved in the decision making process. Description is supported with research. / Response thoroughly and accurately describes legal implications and who should be involved in the decision making process. Response is strongly supported by references.
20.0 %Action Plan Short Answer InTASC 9(c) CEC 6.6 COE: D6 6.6 / No submission. / Action plan fails to describe acceptable steps for using paraeducators, tutors, and/or volunteers to increase the likelihood of a successful general education classroom transition. / Action plan does not fully describe appropriate steps for using paraeducators, tutors, and/or volunteers to increase the likelihood of a successful general education classroom transition. / Action plan describes broad, appropriate steps for using paraeducators, tutors, and/or volunteers to increase the likelihood of a successful general education classroom transition. / Action plan describes detailed, well-crafted steps for using paraeducators, tutors, and/or volunteers to increase the likelihood of a successful general education classroom transition.
30.0 %Ethical Principles Incorporation InTASC 9(j) CEC 6.1 COE: D6 6.1 / No submission. / Responses fail to apply the CEC Ethical Principles and Professional Practice Standards in decision-making. / Responses ineffectively apply the CEC Ethical Principles and Professional Practice Standards in decision-making. / Responses are generally supported by the CEC Ethical Principles and Professional Practice Standards in decision-making. / Responses reflect thoughtful, realistic application of the CEC Ethical Principles and Professional Practice Standards in decision-making.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10% / No submission. / Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. / Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct, but not varied. / Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. / Word choice reflects well-developed use of practice and content-related language. It is free of mechanical and conventional errors.