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Assessment of Individuals with ID

This is a Collaborative Learning Community assignment.

In your CLC group, design a rubric for assessing students with ID in an evaluation plan that attends to the considerations raised in the text.

Each member of the group will be responsible for a different age level and will attend to the conceptual issues related to assessment.***(elementary only)****

Compare your final plan with an existing one used in a school district. Full consideration of the lifespan must extend beyond the school years to health and social services agencies.

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin.??

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CLC- Assessment of Individuals with ID

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1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
60.0 %Content ??
30.0 %Assessment of Individuals CLC: CLC team design a rubric for assessing students with ID in an evaluation plan that will attend to the considerations raised in the text. CLC team fails to design a viable rubric for an evaluation plan, each group member selects a different age group, attends to conceptual issues, group members compare final plan with existing one used in a school district, considers lifespan beyond school to health and social services. Content is incomplete or omits most of the requirements stated in the assignment?s criteria. CLC team designs an inadequate rubric for an evaluation plan, each group member selects a different age group, attends to conceptual issues, group members compare final plan with existing one used in a school district, considers lifespan beyond school to health and social services. Content is incomplete or omits some requirements stated in the assignment?s criteria. CLC team designs a general assessment rubric for an evaluation plan, each group member selects a different age group, attends to conceptual issues, group members compare final plan with existing one used in a school district, considers lifespan beyond school to health and social services. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria. CLC team designs a limited assessment rubric for an evaluation plan, each group member selects a different age group, attends to conceptual issues, group members compare final plan with existing one used in a school district, considers lifespan beyond school to health and social services. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria CLC team designs a comprehensive assessment rubric for an evaluation plan, each group member selects a different age group, attends to conceptual issues, group members compare final plan with existing one used in a school district, considers lifespan beyond school to health and social services. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria.
30.0 %Content Comprehension Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points. Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited. Content is comprehensive and accurate. Definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources are cited. Content is comprehensive, accurate, and persuasive. Definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. Three or more relevant academic sources are cited.
10.0 %Mechanics and Format ??
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, 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. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Writer is clearly in command of standard, written, academic English.
5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, Reference page listing and formatting are appropriate to assignment and style) No reference page is included. No citations are used. Reference page is present. Citation is inconsistently used. Reference page lists sources used in 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 citation style is usually correct In-text citations and a reference page are complete. The documentation of cited sources is error-free
30.0 %Participation ??
30.0 %Participation Participation is not evident. Posts do not encourage further discussion and dialogue with other students in the class. Posts are critical, argumentative or confrontational. Individual group contributions are submitted extremely late affecting the group?s ability to accomplish a successful task. Cooperative team work is not evident Most posts encourage further discussion and dialogue with other students in the class. Posts are professional and exhibit a positive attitude that is respectful of others. Individual group contributions are submitted but not on time. Cooperative team work is exhibited but limited. All posts encourage further discussion and dialogue with other students in the class. Posts are professional and exhibit a positive attitude that is respectful of others. Individual group contributions are provided by the designated timeline. Cooperative team work is exhibited but not consistently. All posts encourage further discussion and extensive dialogue with other students in the class. Demonstrates a critical analysis of the classmates posting and provides relevant and constructive feedback. Individual group contributions are provided before the designated timeline. Cooperative team work is exhibited in order to complete the project
100 %Total Weightage ??

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University of Nairobi