| Course Code | Class Code | Assignment Title | Total Points |
| ECS-590 | ECS-590-O500 | Purpose and Benefits of Assessments Digital Presentation | 70.0 |
| Criteria | Percentage | 1: No submission (0.00%) | 2: Insufficient (69.00%) | 3: Approaching (74.00%) | 4: Acceptable (87.00%) | 5: Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Purpose and Benefits of Assessments [CEC Specialty Set S4.4, S5.2, S7.2; NAEYC 3d; InTASC 6(k), 9(c), 10(b), 10(g), 10(n)] | 15.0% | Not addressed. | Digital presentation overview of assessments in the early childhood environments is inaccurate or unclear. | Digital presentation includes an overview of assessments in the early childhood environment that is lacking in substantive detail and does not adequately explain their purpose and benefits. | Digital presentation includes an adequate overview of assessments in the early childhood environment that is sufficient, accurate, and incorporates a clear explanation of their purpose and benefits. | Digital presentation includes a comprehensive overview of assessments in the early childhood environment that incorporates an accurate and thorough explanation of their purpose and benefits. |
| Purpose and Benefits of Collaborating with Related Service Providers [CEC Specialty Set 4.3, S7.2; NAEYC 3d; InTASC 6(c), 10(b), 10(n), 10(o)] | 15.0% | Not addressed. | Presentation content weakly or inaccurately describes the purpose and benefits of collaborating with related service providers during the assessment process. | Presentation content vaguely describes the purpose and benefits of collaborating with related service providers during the assessment process. | Presentation content is broad, but adequately describes the purpose and benefits of collaborating with related service providers during the assessment process. | Presentation content insightfully and professionally describes the purposes and benefits of collaborating with related service providers during the assessment process. |
| Collaboration Models | 15.0% | Not addressed. | Presentation content weakly or inaccurately describes multidisciplinary approach, interdisciplinary approach, and transdisciplinary approach collaboration models. | Presentation content describes less than three collaboration models, or lacks substantive detail in describing the multidisciplinary approach, interdisciplinary approach, and transdisciplinary approach collaboration models. | Presentation content is basic, but appropriately describes the multidisciplinary approach, interdisciplinary approach, and transdisciplinary approach collaboration models. | Presentation content expertly describes the multidisciplinary approach, interdisciplinary approach, and transdisciplinary approach collaboration models. |
| Benefits of Using Assessment Data (CEC Specialty Set 4.0, 4.2, S4.5; NAEYC 5c; InTASC 6(g), 6(l), 9(c), 10(a)] | 15.0% | Not addressed. | Presentation content weakly or inaccurately identifies the benefits of using assessment data to inform educational decisions, develop goals, monitor progress, and inform teaching practices in the classroom. | Presentation content lacks adequate detail in identifying the benefits of using assessment data to inform educational decisions, develop goals, monitor progress, and inform teaching practices in the classroom. | Slide show content is general, but accurately identifies benefits of using assessment data to inform educational decisions, develop goals, monitor progress, and inform teaching practices in the classroom. | Presentation content skillfully identifies in great detail the benefits of using assessment data to inform educational decisions, develop goals, monitor progress, and inform teaching practices in the classroom. |
| Research | 10.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully address issues stated in the criteria, or sources are not all credible. | Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. | Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. |
| Presentation | 20.0% | Not addressed. | The work is not neat or organized. Work would not be presentable to school colleagues. | The work is not neat and includes minor organizational flaws. Work would barely be presentable to school colleagues. | The overall appearance is generally neat, with a few minor organizational flaws. Work would be presentable to school colleagues. | The work is well presented. The overall appearance is neat and professional. Work would be highly presentable to school colleagues. |
| 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 and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety 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% |
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