| Course Code | Class Code | Assignment Title | Total Points |
| ECE-530 | ECE-530-O500 | Field Trip | 75.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| General Planning | 15.0% | Not addressed. | Required elements are poorly addressed with details included that erroneously support children in the general planning areas. | Required elements are cursorily addressed with details included that vaguely support children in the general planning areas. | Required elements are descriptively addressed with details included that effectively support children in the general planning areas. | Required elements are proficiently addressed with details included that skillfully support children in the general planning areas. |
| Academic Planning | 15.0% | Not addressed. | Required elements are poorly addressed with details included that erroneously support children in the academic planning areas. | Required elements are cursorily addressed with details included that vaguely support children in the academic planning areas. | Required elements are descriptively addressed with details included that effectively support children in the academic planning areas. | Required elements are proficiently addressed with details included that skillfully support children in the academic planning areas. |
| Planning Process | 10.0% | Not addressed. | The ineffective reflection on the process for planning a field trip was insufficient. | The ambiguous reflection on the process for planning a field trip was unclear. | The logical reflection on the process for planning a field trip was appropriate. | The thought provoking reflection on the process for planning a field trip was comprehensive. |
| Learning Objectives | 10.0% | Not addressed. | The difficulty of finding a field trip that supported the chosen learning objectives was incomprehensively described. | The difficulty of finding a field trip that supported the chosen learning objectives was minimally described. | The difficulty of finding a field trip that supported the chosen learning objectives was clearly described. | The difficulty of finding a field trip that supported the chosen learning objectives was innovatively described. |
| Positive Outcomes | 10.0% | Not addressed. | An irrelevant explanation of how the field trip promoted positive outcomes for young children was incorrectly explained. | An underdeveloped explanation of how the field trip promoted positive outcomes for young children was inconsistently explained. | A suitable explanation of how the field trip promoted positive outcomes for young children was accurately explained. | An in-depth explanation of how the field trip promoted positive outcomes for young children was skillfully explained. |
| Future Professional Practice | 10.0% | Not addressed. | Inadequately discusses how this process will be implemented in future professional practice. | Weakly discusses how this process will be implemented in future professional practice. | Discusses how observations will be implemented in future teaching practice in detail. | Specifically and insightfully discusses how this process will be implemented in future professional practice. |
| Organization | 15.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; 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 related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 15.0% | 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. Varieties 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% |
Lynette89
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