| Course Code | Class Code | Assignment Title | Total Points |
| ESL-223N | ESL-223N-O101 | Key Events | 25.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Historical Developments | 20.0% | Not addressed. | Does not include enough examples of historical developments that led to policies regarding the role of English in the classroom; or the examples provided are presented inaccurately. | Could include more examples of historical developments that led to policies regarding the role of English in the classroom; or some of the examples provided could be presented more accurately. | Includes examples of historical developments that led to policies regarding the role of English in the classroom. | The examples of some of the main historical developments that led to policies regarding the role of English in the classroom are presented accurately. | Historical events are included to support parent understanding. | 5.00/5.00 |
| Pros for English Immersion | 15.0% | Not addressed. | The pros for the English immersion program in the community or school chosen are not developed. | The pros for the English immersion program in the community or school chosen could be more fully developed. | Includes pros for the English immersion program in the community or school chosen. | Includes practical and insightful pros for the English immersion program in the community or school chosen. | I don't see where the Pros of an English Immersion program are listed. | 0.00/3.75 |
| Web Resources | 10.0% | Not addressed. | Not enough websites that would adequately enable parents to get additional information about the English immersion program are included. | At least one of the two websites could more adequately enable parents to get additional information about English immersion programs. | At least two websites that enable parents to get additional information about English immersion programs are included. | Includes at least two websites that are ideal for parents to get additional information about English immersion programs. | | 2.12/2.50 |
| Characteristics of a Relevant English Immersion Program | 20.0% | Not addressed. | Not enough characteristics of a relevant English immersion program in terms of instructional strategies, time in classroom with other ELLs, and time in classroom with native speakers are included. | The characteristics of a relevant English immersion program in terms of instructional strategies, time in classroom with other ELLs, and time in classroom with native speakers that are included could be presented more accurately. | The characteristics of a relevant English immersion program in terms of instructional strategies, time in classroom with other ELLs, and time in classroom with native speakers are included. | Includes many of the main characteristics of a relevant English immersion program in terms of instructional strategies, time in classroom with other ELLs, and time in classroom with native speakers. | | 4.25/5.00 |
| Definitions | 10.0% | Not addressed. | Does not include enough definitions of terms utilized in the field that parents would need to know. | Could include definitions of more of the terms utilized in the field that parents would need to know. | Definitions for terms that parents would need to know are included. | Definitions for key terms utilized in the field that parents would need to know are included. | | 2.12/2.50 |
| Visual Appeal | 10.0% | Not addressed. | There are few or no graphic elements. No variation in layout or typography is evident. | Minimal use of graphic elements is evident. Some elements may not contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. | Thematic graphic elements are used, but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently. | Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. | The font is small, there are no titles throughout to inform parents of the information presented. It was hard to see that you went from the historical events into the characteristics of the program. | 1.88/2.50 |
| Organization | 5.0% | 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 could be organized better even though it provides 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. | | 1.06/1.25 |
| Mechanics (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. | Frequent and repetitive mechanical errors are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | 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. | | 2.50/2.50 |
| Total Weightage | 100% | | | | | | | | 18.94/25.0 |
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Rubric_Print_Format.xlsx
