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iRubric: ESL Field Experience Final Presentation rubric

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ESL Field Experience Final Presentation Field Experience Final Presentation Include an overview of the field experience, two significant moments with connections to class content, and a final reflection/critique of the experience a whole (5-7) sentences) answering the following questions: What would you have done differently? What did you learn from working with the ELLs? Was there anything from the experience that made you feel more prepare to work with ELLs? This information should be presented in two slides and a maximum of 5 minutes. Rubric Code: HB8C9C By srarroyo Ready to use Public Rubric Subject: Education Type: Presentation Grade Levels: Undergraduate, Graduate

Presentation
	Exceeds 5 pts	Good 4 pts	Fair 3 pts	Poor 2 pts
Overview of experience and time	Exceeds The presentation included information relevant to the experience (context, participants, language proficiency, materials, etc.). Use time appropriately.	Good The presentation included all information relevant to the experience (context, participants, language proficiency, materials, etc.), but not enough information was provided. Use time appropriately.	Fair The presentation included most information relevant to the experience (context, participants, language proficiency, materials, etc.), but some aspects were not presented. Time management needed some improvement.	Poor The presentation did not include most information relevant to the experience (context, participants, language proficiency, materials, etc.). There were many gaps in information presented. Didn't use time appropriately.
Significant Moments	Exceeds Two significant moments provided a rich description of the experience.	Good Two significant moments provided a good description of the experience.	Fair Significant moments provided a general, but not detailed description.	Poor Significant Moments needed more development.
Connections	Exceeds The student identified several ESL strategies, connections to class content, and other literature.	Good The student identified a few ESL strategies, connections to class content, and other literature.	Fair The student barely identified ESL strategies, connections to class content, and other literature.	Poor The student identified one or less ESL strategies, connections to class content, and other literature.
Final Reflection and Critique	Exceeds Student made an excellent attempt to reflect and critique experience.	Good Student made a good attempt to reflect and critique experience.	Fair Student made some attempt to reflect and critique experience.	Poor Student made little or no attempt to reflect and critique experience.