| Course Code | Class Code |
| ECS-570 | ECS-570-O500 | Developmental Milestones Brochure | 100.0 |
| Criteria | Percentage | No submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Brochure Description: Oral Communication Developmental Milestones [CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] | 15.0% | Not addressed. | Brochure includes underdeveloped or inadequate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old. | Brochure includes minimal descriptions of developmental milestones in the area of oral communication for children birth to 8 years old that may or may not be appropriate for the audience. | Brochure includes clear, audience appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old. | Brochure includes comprehensive, thoughtful, and audience-appropriate descriptions of developmental milestones in the area of oral communication for children birth to 8 years old. |
| Brochure Description: Everyday Learning Strategies For Home [CEC S1.3, S2.2, S2.3, CEC 7.1, 1.3; NAEYC 2c; InTASC 10(e)] | 15.0% | Not addressed. | Brochure describes ineffective or irrelevant strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings. | Brochure describes simplistic or somewhat unrealistic strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings. | Brochure describes sound strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings. | Brochure describes creative, effective strategies for embedding communication-related learning opportunities into everyday routines, relationships, activities, and places in the home and classroom settings. |
| Brochure Description: Communication in Everyday Routines [CEC S1.3, S2.2, S2.3] | 10.0% | Not addressed. | Brochure describes ineffective or irrelevant learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. | Brochure includes minimal learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. | Brochure contains clear learning opportunities that support communication in everyday routines, relationships, activities, and places, inside the classroom. | Brochure contains comprehensive, and effective learning opportunities that encourage communication in everyday routines, relationships, activities, and places, inside the classroom. |
| Brochure Description: Strategies for Students with Exceptionalities [InTASC 2(h); NAEYC 1a] | 15.0% | Not addressed. | Brochure identifies ineffective or irrelevant strategies for developing oral communication skills in students with exceptionalities, including both disabilities and giftedness. | Brochure identifies simplistic or somewhat unrealistic strategies for developing oral communication skills in students with exceptionalities, including both disabilities and giftedness. | Brochure identifies sound strategies for developing oral communication skills in students with exceptionalities, including both disabilities and giftedness. | Brochure identifies creative, effective strategies for developing oral communication skills in students with exceptionalities, including both disabilities and giftedness. |
| Brochure Description: Community Services [CEC S7.2; NAEYC 2c; InTASC 2(f)] | 15.0% | Not addressed. | Brochure includes an inadequate description of community services and/or includes community services that are irrelevant for families seeking to develop oral communication in young children. | Brochure includes a minimal description of community services and/or includes community services that only somewhat support families in developing oral communication in young children. | Brochure appropriately identifies and clearly describes relevant community services that support families in developing oral communication in young children. | Brochure appropriately identifies and exceptionally describes exemplary community services that support families in developing oral communication in young children. |
| Reflection | 10.0% | Not addressed. | Reflection on the importance to have information related to developmental milestones for oral communication available for parents is inappropriate or not related to the assignment. The explanation of the validity of the information is irrelevant or poorly written. | Reflection minimally discuss why it is important to have information related to developmental milestones for oral communication available for parents. The explanation of the validity of the information is basic. | Reflection soundly discuss why it is important to have information related to developmental milestones for oral communication available for parents. A relevant explanation of the validity of the information in the brochure is present. | Reflection clearly and comprehensively discuss why it is important to have information related to developmental milestones for oral communication available for parents. An in-depth explanation of the validity of the information in the brochure is present. |
| Visual Appeal | 5.0% | Not addressed. | Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Presentation of concepts, ideas, and relationships is muddled. | Minimal use of graphic elements is evident and/or elements do not consistently promote concepts, ideas, and relationships. There is slight variation in type size, color, and layout. | Thematic graphic elements are used but not always in context. Visual connections contribute to the reader’s understanding of concepts, ideas, and relationships. Differences in type size and/or color are appropriate and generally consistent. | Appropriate and thematic graphic elements are used to make visual connections that promote the comprehension of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. |
| 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | 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 several minor 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. |
| Total Weightage | 100% |
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Rubric_Print_Format.xlsx
