RATING - INDICATOR	Indicator Not Met (Not Acceptable)	Indicator Partially Met (Acceptable)	Indicator Met (Target)	Total Score	Instructor’s Comments
Student Background	Description of the case student is vague and lacks significant information necessary for understanding the individual’s learning difficulties. An attempt to establish a rationale is evident, but vague and unclear. Description is unacceptable for submission. 0-3 points	Description of the case student indicates some of the background criteria such as age, race, grade level, educational levels in the subject(s) being assessed, as well as any other pertinent information necessary in understanding the individual’s learning difficulties. However, information is lacking in specificity and clarity leaving the rationale for selection of this individual for a case student somewhat unclear. 4-6 points	Description of the case student clearly articulates the age, race, grade level, educational levels in the subject(s) being assessed, as well as any other pertinent information necessary in understanding the individual’s learning difficulties. The rationale(s) given for the selection of this student as a case study is evident. 7-10 points	/10
Purpose of Assessments	The purpose for selection of the three assessments is general and unclear. Assessments selected do not align with the learning difficulties outlined in section one of the product. Product does not demonstrate a clear, cohesive assessment plan by the candidate. Assessments chosen appear to have been randomly selected with no clear goals and objectives to be measured by each assessment instrument. 0-5 points	The purpose for the selection of the three assessments is evident and clearly linked to the student’s learning difficulties. Narrative provides some indication of the goals for assessing the student in using these three assessments. A rationale for using these three assessments is noted but does not provide a clear indication of the candidate’s hypothesizes specific to the P-12 student’s learning difficulties. Narrative indicates some evidence of an assessment plan by the candidate but does not provide a clear alignment to each of the student’s areas of concern. 6-11 points	The purpose for the selection of the three assessments is clearly evident and clearly linked to the student’s learning difficulties. The narrative provides a clear and cohesive plan, including goals and objectives to be measured by each assessment instrument. A rationale for each assessment is clearly evident and the candidate’s hypothesizes has been aligned to each area of the student’s learning difficulties. Narrative indicates a clear assessment plan by the candidate linked to each of the learning difficulties of the learner. 12-15 points	/15
Analysis of Assessment Results	Narrative indicates some basic analysis of each of the assessment results, but does not include an interpretation of the information obtained through this analysis. Narrative does not provide a clear and cohesive instructional plan to be implemented based on the information gained from the assessment results. 0-5 points	Narrative describes an analysis of each of the assessment results, including an interpretation of the information obtained through this analysis. Narrative provides an instructional plan to be implemented based on the information gained from the assessment results. The instructional plan outlines the student’s strengths and areas of concern, however plans for accommodations to the student’s current educational plan are somewhat vague and not as comprehensive as the student’s background indicates a need for in section one. 6-11 points	Narrative describes a clear and logical analysis of each of the assessment results, including a clear and rational interpretation of the information obtained through this analysis. Narrative provides a clear and cohesive instructional plan to be implemented based on the information gained from the assessment results. The instructional plan clearly describes the student’s strengths and areas of concern, as well as identifies specific ideas for accommodations to the student’s current educational plan. 12-15 points	/15
Additional Information	Narrative does not indicate a clear analysis describing any additional information needed to develop and implement an instructional plan for the case student. Rationales for the elements of the candidate’s instructional plan are not evident. 0-3 points	Narrative using his/her analysis to describe any additional information he/she may need to develop and implement an instructional plan for the case student. Rationales for the elements of the candidate’s instructional plan are identified however the aligned with the student’s description provided in section one is somewhat vague and could be more cohesive. 4-6 points	Narrative using his/her analysis to describe any additional information he/she may need to develop and implement an instructional plan for the case student. Rationales for the elements of the candidate’s instructional plan are clearly identified and seem aligned with the student’s description provided in section one. 7-10 points	/10
Reflection	Written product does not include a clear reflection section addressing the value to the candidate for compiling this assessment profile. 0-3 points	Product contains a section specific to the candidate’s reflections on this learning experience. However, the information does not clearly address the benefits to the candidate in completing this assignment in terms of his/her increased knowledge, skills and dispositions related to developing assessment and instructional plans for working with diverse at risk P-12 students. Reflections resemble a commentary of the experience rather than a clear self-analysis. 4-6 points	Product contains a clear section specific to the candidate’s reflections on this learning experience. The information in this section illustrates clearly the candidate’s increased knowledge, skills and disposition in relating to, and planning for diverse P-12 students in his/her classroom environment. Reflections give explicit examples of insights gained by the candidate that have clearly impacted his/her thinking in assessing and teaching diverse P-12 learners. 7-10 points	/ 10
Quality of Written Product	Written product does not clearly address the criteria for this assignment. Sections have been omitted and/or have clearly been overlooked by the candidate. Product does not appear to have been proofed for grammatical errors and is not acceptable for submission. 0 -3 points	Written product appears to address all of the criteria for this assignment. Formatting is clear and easy to follow. Some grammatical errors are present and somewhat inhibit the readability of the product. With the corrections of the grammatical errors the product is acceptable for submission. 4-6 points	Written product clearly addresses all criteria for this assignment. Formatting is clear and subheadings add to the ease of readability of the final product. Product contains only minor grammatical errors that do not inhibit the ease of readability of the paper. The product clearly represents high standards of preparation and presentation by the candidate. 7-10 points	/10

Total Score= /70

Final Grade =

Instructor’s Comments: