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iRubric: Differentiation EDUC 380 Course Project Rubric

iRubric: Differentiation EDUC 380 Course Project Rubric

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Differentiation EDUC 380 Course Project Rubric 
Differentiation EDUC 380 Course Project Rubric
Rubric Code: UXAB687
By hassan2018
Ready to use
Public Rubric
Subject: Education  
Type: Project  
Grade Levels: Undergraduate

Powered by iRubric Differentiation
  Superior

20 pts

Proficient

15 pts

Developing

10 pts

Beginning

5 pts

Modalities/Preferences/Multiple Int

Superior

The presentation contains useful information for differentiating instruction to meet the needs of learners according to modality, preferences, and multiple intelligences.
Proficient

The presentation contains useful information for differentiating instruction to meet most learner needs, though is missing one component.
Developing

The presentation contains some useful information for differentiating instruction to meet one learner need component, though is missing two components.
Beginning

None of the learner needs are addressed, and section provides minimal information useful for differentiating instruction to meet such needs.
Matching Instruction to Ability

Superior

The presentation contains useful information for differentiating instruction to meet the needs of both learners with disabilities, and methods for instructing higher-achieving students.
Proficient

The presentation contains some useful information for differentiating instruction to meet the needs of both learners with disabilities, and methods for instructing higher-achieving students, though some components lack depth and need clarification.
Developing

The presentation contains some useful information for differentiating instruction to meet the needs of one particular learning group, though the other group was not mentioned.
Beginning

The presentation does not include information to differentiate instruction for either learning group.
Differentiating in Subject Areas

Superior

The presentation contains information that is useful to differentiate instruction across multiple subject areas (2-3), with practical strategies to be incorporated in each area.
Proficient

The presentation contains information that is useful to differentiate instruction across multiple subject areas (2-3), though strategies are not provided for one subject area.
Developing

The presentation contains information that is useful to differentiate instruction across one subject area, and strategies are provided for this particular area.
Beginning

The presentation does not contain information that is useful to differentiate across any subject area, and there are no provided differentiated strategies to address any particular subject area.
Differentiation Defined

Superior

The presentation contains a well-constructed definition for differentiation, why it is beneficial for students and educators, as well as defining content, process, and products in regards to differentiation.
Proficient

The presentation contains a definition for differentiation, though clarification is needed, and content, process, and products in regards to differentiation are defined.
Developing

The presentation contains a basic definition for differentiation, and only two additional components (out of content, process, and products) are defined.
Beginning

The presentation does not define differentiation, and one or more additional components were not defined.
Identifying Student Deficiencies

Superior

The presentation explains practical methods for identifying student deficiencies in each subject area, and provides the audience with relevant strategies or activities to enhance student deficiencies in each subject area (2-3 areas).
Proficient

The presentation explains practical methods for identifying student deficiencies in each subject area (2-3), though the audience was not provided with relevant strategies or activities to enhance such deficiencies in each of the mentioned subject areas (missing one area).
Developing

The presentation explains practical methods for identifying student deficiencies in each subject area (2-3), though the audience was not provided with relevant strategies or activities to enhance such deficiencies in 2 or more subject areas.
Beginning

The presentation fails to explain how to identify student deficiencies in various subject areas, and the audience is not provided with relevant strategies or activities to enhance student learning in any subject area.




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