| Course Code | Class Code | Assignment Title | Total Points |
| ECE-540 | ECE-540-O500 | Early Language Development | 85.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Infographic: Stages | 15.0% | Not addressed. | Infographic does not relate information on all the stages of typical and atypical oral language development, or does not include age ranges, definitions, and characteristics of each. | Infographic minimally relates information on all the stages of typical and atypical oral language development, including some age ranges, definitions, and characteristics of each. | Infographic clearly relates information on all the stages of typical and atypical oral language development, including most age ranges, definitions, and characteristics of each. | Infographic proficiently relates information on all the stages of typical and atypical oral language development including all age ranges, definitions, and characteristics of each. |
| Infographic: Environmental Factors | 15.0% | Not addressed. | Infographic presents irrelevant environmental influences that can affect oral language development with an explanation for each. | Infographic presents overly simplistic environmental influences that can affect oral language development with an explanation for each. | Infographic presents relevant environmental influences that can affect oral language development with an explanation for each. | Infographic comprehensively presents environmental influences that affect oral language development with an explanation for each. |
| Infographic: Visual Appearance | 5.0% | Not addressed. | Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. | Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. | Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. | Design is professional, visually appealing, and compellingly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. |
| Letter: Relationship to Reading | 10.0% | Not addressed. | Early language development is insufficiently related to reading fluency and comprehension in later years. | Early language development is vaguely related to reading fluency and comprehension in later years. | Early language development is clearly related to reading fluency and comprehension in later years. | Early language development is insightfully related to reading fluency and comprehension in later years. |
| Letter: Atypical Development | 10.0% | Not addressed. | Atypical language development in young children and methods to identify atypical development are inaccurately described. Importance of early intervention is illogically explained. | Atypical language development in young children and methods to identify atypical development are vaguely described. Importance of early intervention is superficially explained. | Atypical language development in young children and methods to identify atypical development are accurately described. Importance of early intervention is competently explained. | Atypical language development in young children and methods to identify atypical development are proficiently described. Importance of early intervention is thoroughly explained. |
| Letter: At-Home Strategies | 15.0% | Not addressed. | Unrealistic at-home reading development strategies ineffectively address atypical language development. | Underdeveloped at-home reading development strategies marginally address atypical language development. | Appropriate at-home reading development strategies capably address atypical language development. | Innovative at-home reading development strategies expertly address atypical language development. |
| 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 may not be adequately organized 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, language use) | 15.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. | Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. | Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. | Writer is clearly in command of standard, written academic English. |
| Total Weightage | 100% |
Lynette89
Rubric_Print_Format.xlsx
