Distinguished - Thoroughly and clearly describes the most important elements of effective lesson design. 

Proficient - Describes the most important elements of effective lesson design. Minor details are needed as the description is slightly unclear.

Basic - Minimally describes the most important elements of effective lesson design. Relevant details are needed as the description is unclear.

Below Expectations - Attempts to describe the most important elements of effective lesson design; however, significant details are needed as the description is unclear.

Non-Performance - The description of the most important elements of effective lesson design is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly and clearly describes why learning objectives are critical to planning effective instruction.

Proficient - Describes why learning objectives are critical to planning effective instruction. Minor details are needed as the description is slightly unclear.

Basic - Minimally describes why learning objectives are critical to planning effective instruction. Relevant details are needed as the description is unclear.

Below Expectations - Attempts to describe why learning objectives are critical to planning effective instruction; however, significant details are needed as the description is unclear.

Non-Performance - The description of why learning objectives are critical to planning effective instruction is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively explains what makes a “good” learning objective.

Proficient - Explains what makes a “good” learning objective. The explanation is slightly underdeveloped. 

Basic - Minimally explains what makes a “good” learning objective. The explanation is underdeveloped. 

Below Expectations - Attempts to explain what makes a “good” learning objective; however, the explanation is significantly underdeveloped. 

Non-Performance - The explanation of what makes a “good” learning objective is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively explains the common pitfalls in planning effective lessons and how to avoid them.

Proficient - Explains the common pitfalls in planning effective lessons and how to avoid them. The explanation is slightly underdeveloped. 

Basic - Minimally explains the common pitfalls in planning effective lessons and how to avoid them. The explanation is underdeveloped. 

Below Expectations - Attempts to explain the common pitfalls in planning effective lessons and how to avoid them; however, the explanation is significantly underdeveloped. 

Non-Performance - The explanation of the common pitfalls in planning effective lessons and how to avoid them is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly and accurately defines the backward design model.

Proficient - Defines the backward design model. Minor details are needed or slightly inaccurate.

Basic - Partially defines the backward design model. Relevant details are needed and/or inaccurate.

Below Expectations - Attempts to define the backward design model; however, significant details are needed and inaccurate.

Non-Performance - The definition of the backward design model is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly compares and contrasts the backward design model to the traditional model of lesson planning.

Proficient - Compares and contrasts the backward design model to the traditional model of lesson planning. Minor details are needed, or the comparison and contrast is unbalanced.

Basic - Minimally compares and contrasts the backward design model to the traditional model of lesson planning. Relevant details are needed, and/or the comparison and contrast is unbalanced.

Below Expectations - Attempts to compare and contrast the backward design model to the traditional model of lesson planning; however, significant details are needed, and the comparison and contrast is significantly unbalanced.

Non-Performance - The comparison and contrast of the backward design model to the traditional model of lesson planning is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Clearly demonstrates the process of planning a brief lesson through a backward design approach that covers all three stages of the approach.

Proficient - Demonstrates the process of planning a brief lesson through a backward design approach that covers all three stages of the approach. Minor details are slightly unclear. 

Basic - Partially demonstrates the process of planning a brief lesson through a backward design approach that covers most of the three stages of the approach. Relevant details are unclear. 

Below Expectations - Attempts to demonstrate the process of planning a brief lesson through a backward design approach that covers all three stages of the approach; however, significant details are unclear.

Non-Performance - The demonstration of the process of planning a brief lesson through a backward design approach that covers all three stages of the approach is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the presentation, title and reference slides.

Proficient - Exhibits APA formatting throughout the presentation; however, the layout contains a few minor errors. 

Basic - Exhibits basic knowledge of APA formatting throughout the presentation. The layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The length of the presentation is equivalent to the required number of correctly formatted slides. 

Proficient - The length of the presentation is nearly equivalent to the required number of correctly formatted slides. 

Basic - The length of the presentation is equivalent to at least three quarters of the required number of correctly formatted slides.

Below Expectations - The length of the presentation is equivalent to at least one half of the required number of correctly formatted slides.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Uses more than the required number of scholarly sources, which provide compelling evidence to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference slide are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference slide are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference slide are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.