| Course Code |
Class Code |
Assignment Title |
Total Points |
| ECE-460 |
ECE-460-O500 |
Science Materials Advocacy Letter |
35.0 |
|
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (65.00%) |
Approaching (75.00%) |
Acceptable (85.00%) |
Target (100.00%) |
Comments |
Points Earned |
Criteria
| 100.0% |
| Rationale |
2
| 5.0% |
|
|
|
|
|
| Not addressed. |
Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is underdeveloped. |
Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is given basic consideration. |
Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is logical and solid. |
Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is compelling and specific. |
| Facilitating Exploration |
| 20.0% |
Not addressed.
Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is minimal. |
Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is rudimentary. |
Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is appropriate. |
Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is comprehensive. |
| Engaging Students |
20.0% Not addressed.
Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is inappropriate for early childhood students. |
Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is plausible for early childhood students. |
Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is appropriate for early childhood students. |
Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is insightful for early childhood students. |
| Obtaining the Resource |
5.0% Not addressed.
Information about how to obtain the resource and its approximate cost is vague. |
Information about how to obtain the resource and its approximate cost is basic. |
Information about how to obtain the resource and its approximate cost is clear. |
Information about how to obtain the resource and its approximate cost is extensive. |
| Organization |
|
| 10.0% |
Not addressed.
An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other. |
The content is adequately organized, generally providing the audience with a sense of the main idea. |
The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. |
The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
10.0% Not addressed.
Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some formatting errors are present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) |
10.0% Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. |
Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. |
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage |
100% |
