|Writer level||High School|
|Sources / references||0|
|Description / paper instructions
please do ‘Reflection scoring guide su17.docx’
and we need artifacts in the paper.
on the page first, you need write ONE missouri teacher standard from “missouri teaching standards artifact suggestion” on the page, it mean missouri teaching standard INCLUDE the paper.
if you have any question, ask me please. DO NOT write wrong!!!! I hope you are good one.
EDU295 Name _____________________
FA SP SU 20___
Mr. Williams Date ________________
Standard # ___ Reflection A B
–Contains adequate details and supporting materials.
Descriptions and Connections: 45 points _________
Analyzes the causes for success or failure of students observed or self.
What would you do differently next time?
Interpretation of Causes and Effects: 25 points __________
What specific questions do you have about or related to the Standard?
What resources do you need to access in order to develop those answers?
Proposes the next step(s) in your learning process. (15)
(Evaluation of the process and plans for the future)
Self-Assessment and Professional Planning: 15 points _________
Communicates clearly: 15 points _________
Skillfully organized and effectively written.
Well formatted. Etc. Change Names of people and schools.
|Student||IA. The student will demonstrate||IB. The student will||IC. The student will||ID. The student will||IE. The student will accept academic|
|Outcome||effective written and/or oral||construct logical and ethical||conform to the rules of||analyze, synthesize, and||responsibility for all work regarding|
|communication considering audience||arguments with evidence to||Standard English.||evaluate a variety of||issues of copyright, plagiarism, and|
|and situation through invention,||support the conclusions.||course material and||fairness.|
|arrangement, drafting, revision, and||points of view.|
|The purpose is clear, complex, and explicitly||The text contains an explicit,||The text contains correct||The text is composed of a||The text is free of plagiarism and|
|4||expressed. The text is unified – each||concisely expressed, and||grammar, correct spelling,||variety of appropriate||copyright violations, and its sources are|
|element effectively serves the purpose – and||original claim. The claim is||and correct punctuation.||material that has been||properly cited in a particular citation|
|is appropriately directed to an academic||buttressed by effective and||analyzed and effectively||format including parenthetical remarks|
|audience. Language is concrete and specific,||varied support. The warrants,||synthesized in service of an||and a citation page.|
|as opposed to general and abstract.||stated or assumed, are||original purpose.|
|reasonable and free of fallacies.|
|The purpose is clear and explicitly expressed.||The text contains an explicit||The text contains||The text is composed of||The text is free of plagiarism and|
|3||The text is unified – though may contain||claim. The claim is buttressed||infrequent and isolated||appropriate material that has||copyright violations, and its sources are|
|stray elements – and is appropriately||by support. The warrants,||errors, such as with||been analyzed and||properly cited in a particular citation|
|directed to an academic audience. Language||stated or assumed, are, on the||comma use, spelling, and||synthesized in service of an||format including parenthetical remarks|
|is concrete and specific, as opposed to||whole, reasonable.||verb usage. No pattern of||original purpose.||and a citation page. There may be|
|general and abstract, but may not be as||error is evident.||unimportant formatting errors that do|
|fresh as the “A” essay.||not result in unintentional plagiarism.|
|The purpose is clear, though it may not be||The text contains a claim. The||The text contains relatively||The text is composed of||Although the paper does not|
|2||explicitly expressed. The text lacks unity and||claim is buttressed by support||few errors, but of a serious||appropriate material that||demonstrate intentional plagiarism, it|
|may not be appropriate to an academic||that may not be effective.||nature such as comma||may or may not have been||does indicate sloppy citation work|
|audience. Language is concrete and specific,||There is little consideration||splices, run-ons,||effectively analyzed. There is||resulting in unintentional plagiarism.|
|but much of it may be trite or cliché.||given to warrants.||fragments, and||little synthesis of the||The formatting errors are isolated in|
|agreement. There may be||material in service of a||nature and not persistent.|
|a pattern of error, but not||purpose that may not be|
|of a serious nature||original.|
|The purpose is unclear, simplistic, or not||The text contains a claim that||Serious and persistent||The text is composed of||There are indications of intentional|
|1||explicitly expressed. The text lacks unity and||may not be expressed or is||errors exist within the text.||material that may not be||plagiarism or a pattern of sloppy citation|
|is not appropriate to an academic audience.||lacking clarity. The support is||Patterns of error are of a||appropriate. There is little||and formatting representing serious|
|Language is primarily general and abstract.||ineffective or non-existent.||serious nature.||analysis of the material and||unintentional plagiarism.|
|There is no consideration given||no synthesis.|