| Course Code | Class Code | Assignment Title | Total Points |
| ECE-360 | ECE-360-O500 | Parent Group Assignment | 60.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Explanation of Resiliency | 15.0% | Not addressed. | Includes a minimal explanation of how resiliency in children and families can lead to improved student outcomes. | Includes an adequate explanation of how resiliency in children and families can lead to improved student outcomes. | Includes a clear, research-based explanation of how resiliency in children and families can lead to improved student outcomes. | Includes a thorough, research-based explanation of how resiliency in children and families can lead to improved student outcomes. |
| Examples | 15.0% | Not addressed. | Provides poor examples demonstrating how families can model resilient behavior to support the social and emotional development of young children. | Provides adequate examples demonstrating how families can model resilient behavior to support the social and emotional development of young children. | Provides detailed examples demonstrating how families can model resilient behavior to support the social and emotional development of young children. | Provides quality examples demonstrating how families can model resilient behavior to support the social and emotional development of young children. |
| Parent Group Descriptions | 15.0% | Not addressed. | Description of each parent group; how each group will help parents support the social, emotional, and educational development of young children is insufficient. | Description of each parent group; how each group will help parents support the social, emotional, and educational development of young children is sufficient. | Description of each parent group; how each group will help parents support the social, emotional, and educational development of young children is detailed. | Description of each parent group; how each group will help parents support the social, emotional, and educational development of young children is comprehensive. |
| Resources/ Organizations for Families | 10.0% | Not addressed. | Includes irrelevant resources and local organizations that poorly promote the resiliency and well-being of families with young children. | Includes adequate resources and local organizations that promote the resiliency and well-being of families with young children. | Includes logical resources and local organizations that clearly promote the resiliency and well-being of families with young children. | Includes creative resources and local organizations that innovatively promote the resiliency and well-being of families with young children. |
| Strategies | 15.0% | Not addressed. | Strategies that foster collaborative relationships between parents, their children, and the learning community to enhance learning outcomes are weak or inappropriate. | Strategies that foster collaborative relationships between parents, their children, and the learning community to enhance learning outcomes are simplistic. | Strategies that foster collaborative relationships between parents, their children, and the learning community to enhance learning outcomes are detailed. | Strategies that foster collaborative relationships between parents, their children, and the learning community to enhance learning outcomes are thought provoking. |
| Thesis Development and Purpose | 10.0% | Not addressed. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive, reflective of the arguments, and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent 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 may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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ParentGroupRubric.xlsx
