| Course Code | Class Code | Assignment Title | Total Points |
| EDU-330 | EDU-330-O101 | Social Justice Educational Presentation | 75.0 |
| Criteria | Percentage | No submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Presentation | 80.0% | Not addressed. | Presentation cursorily discusses how teacher candidate will teach for social justice. Reflection regarding intentional interactions with students and parents is inadequate. Bible verse either does not relate to teaching and interacting with others in a positive way, or is not included. | Presentation broadly discusses how teacher candidate will teach for social justice. Statement includes general information on how the teacher candidate's personal worldview can affect interactions with students and parents. Statement also includes a biblical verse and generally describes how it relates to teaching and interacting with others in a positive way. | Presentation clearly discusses how teacher candidate will teach for social justice. Statement includes information on how the teacher candidate's personal identity, worldview, and prior experiences affect perceptions and expectations in interacting with students and parents. Statement also describes an appropriate biblical verse and how it inspires one to teach for social justice. | Presentation convincingly discusses how teacher candidate will teach for social justice. Statement thoroughly addresses how the teacher candidate's personal identity, worldview, and prior experiences affect perceptions and expectations in interacting with students and parents, and includes realistic examples. Statement also includes an appropriate biblical verse that inspires one to teach for social justice and provides a thoughtful discussion of that choice. |
| Presentation of Content | 5.0% | Not addressed. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Layout | 5.0% | Not addressed. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | TThe layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | 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 completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
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