Posted: February 17th, 2015

Differentiated Instruction Literature Review Scoring Guide Grading Rubric

Differentiated Instruction Literature Review Scoring Guide Grading Rubric

Criteria    Non-performance    Basic    Proficient    Distinguished
Describe what is known about how to use multiple instructional models, resources, and management and pedagogical strategies to engage diverse learners. 33%    Does not describe what is known about how to use multiple instructional models, resources, and management and pedagogical strategies to engage diverse learners.    Provides a limited or inaccurate description of what is known about how to use multiple instructional models, resources, and management and pedagogical strategies to engage diverse learners.    Describes what is known about how to use multiple instructional models, resources, and management and pedagogical strategies to engage diverse learners.    Describes and analyzes what is known about how to use multiple instructional models, resources, and management and pedagogical strategies to engage diverse learners.
Apply current research and theory to determine key concepts and connections in literature. 33%    Does not apply current research and theory to determine key concepts and connections in the literature.    Applies current research and theory to determine key concepts and connections in the literature, but the application is inconsistent and/or reveals misunderstanding.    Applies current research and theory to determine key concepts and connections in the literature; the application is consistent and demonstrates an understanding of key concepts and connections.    Synthesizes current research and theory to determine key concepts and connections in the literature, describing the concepts and connections in detail.
Describe gaps in the research and propose ways to add to the practice or further support it. 34%    Does not describe gaps in the research or propose ways to add to the practice or further support it.    Describes gaps in the research, but does not propose ways to add to the practice or further support it.    Describes gaps in the research and proposes ways to add to the practice or further support it.    Analyzes gaps in the research, proposes ways to add to the practice or further support it, and predicts the impact the changes would have on the field.