| Course Code | Class Code | Assignment Title | Total Points |
| ECE-460 | ECE-460-O500 | Science Professional Development Presentation | 35.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Science Standards | 20.0% | Not addressed. | Overview of state science standards is minimal and a link to standards is not included. | Overview of state science standards is adequate and includes a link to standards. | Overview of state science standards is clear and includes a link to standards. | Explanation of where teachers can find their overview of state science standards is thorough and includes links to standards and other pertinent information. |
| Scientific Processes | 20.0% | Not addressed. | Description of scientific processes that would encourage early childhood students to understand, question, and analyze science content including observing, classifying, measuring, predicting, and inferring is convoluted. | Description of scientific processes that would encourage early childhood students to understand, question, and analyze science content including observing, classifying, measuring, predicting, and inferring is plausible. | Description of scientific processes that would encourage early childhood students to understand, question, and analyze science content including observing, classifying, communicating, measuring, predicting, and inferring is clear and detailed. | Description of scientific processes that would encourage early childhood students to understand, question, and analyze science content including observing, classifying, communicating, measuring, predicting, and inferring is comprehensive. |
| Instructional Methods | 20.0% | Not addressed. | Instructional methods selected are inappropriate for students. Methods would not engage student in science instruction or activate prior knowledge. | Instructional methods selected are appropriate for students and somewhat engage students in science instruction and activate prior knowledge. | Instructional methods selected are clearly developmentally appropriate and effective for engaging all students in science instruction and activating prior knowledge. | Developmentally appropriate instructional methods are expertly selected and skillfully engage all students in science instruction and specifically activate prior knowledge. |
| Instructional Resources | 20.0% | Not addressed. | Instructional resources selected are inappropriate for students. Resources would not engage student in science instruction or activate prior knowledge. | Instructional resources selected are appropriate for students and somewhat engage students in science instruction and activate prior knowledge. | Instructional resources selected are clearly developmentally appropriate and effective for engaging all students in science instruction and activating prior knowledge. | Developmentally appropriate instructional resources are thoughtfully selected and skillfully engage all students in science instruction and specifically activate prior knowledge. |
| Layout | 5.0% | Not addressed. | The layout 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. | The 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, 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. | Submission includes mechanical errors, but they do not hinder comprehension. Includes some practice and content-related language. | Submission is largely free of mechanical errors, although a few minor errors are present. Includes appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. |
| Documentation of sources | 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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Rubric_Print_Format.xlsx
