| Course Code |
Class Code |
Assignment Title |
Total Points |
| ELM-550 |
ELM-550-O501 |
Wax Museum/Student Expectation Outline |
70.0 |
| Criteria |
Percentage |
No Submission (0.00%) |
Insufficient (69.00%) |
Approaching (74.00%) |
Acceptable (87.00%) |
Target (100.00%) |
Comments |
Points Earned |
| Content |
100.0% |
| Social Studies and Arts Standards, Learning Objective, and Description |
25.0% |
|
|
|
| Not addressed. |
Student expectation outline is lacking one of the state standards for social studies or the arts with weakly aligned learning objectives for the wax museum or is missing a description of the assignment. |
Student expectation outline includes state standards for social studies and the arts with ambiguous learning objectives for the wax museum and includes a vague description of the assignment. |
Student expectation outline includes state standards for social studies and the arts and clearly aligns learning objectives for the wax museum including a detailed description of the assignment. |
Student expectation outline includes state standards for social studies and the arts and skillfully aligned learning objectives for the wax museum, including a well-researched and thought out description of the assignment. |
| Expectations |
|
| 15.0% |
Not addressed.
Student expectation outline includes poorly developed expectations of wax museum assignment and is missing components of the integration of two visual arts components of art, music, dance, or drama. |
Student expectation outline vaguely defines the expectations of wax museum assignment and the integration of two visual arts components of art, music, dance, or drama. |
Student expectation outline defines the expectations of wax museum assignment to include selected figure and the integration of two visual arts components of art, music, dance, or drama. |
Student expectation outline skillfully defines the expectations of wax museum assignment to include selected figure and the well-researched, creative integration of two visual arts components of art, music, dance, or drama. |
| Technological Tools and Guidelines |
15.0% Not addressed.
Student outline includes a poorly researched example of a technological tool to share this event and connections to community resources that do not enhance the student learning of the project. |
Student outline includes a weak example of a technological tool to share this event and connections to community resources that enhance the student learning of the project. |
Student outline includes a clear example of a professional technological tool to share this event and connections to community resources to enhance the student learning of the project. |
Student outline includes multiple, insightful forms of well-researched and professional technological tools to share this event and connections to community resources to enhance the student learning of the project. |
| Reflection |
15.0% Not addressed.
Reflection includes a poor and unrelated description of how the wax museum can be integrated into a future classroom. An explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is inadequately provided. |
Reflection includes a superficial and basic description of how the wax museum can be integrated into a future classroom. A vague explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is somewhat provided. |
Reflection includes a clear description of how the wax museum can be integrated into a future classroom. A detailed explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is adequately provided. |
Reflection includes a detailed and thoughtful description of how the wax museum can be integrated into a future classroom. A proficient explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is expertly provided. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
30.0% |
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. |
Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some 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% |
