| Course Code | Class Code | Assignment Title | Total Points |
| ECE-460 | ECE-460-O500 | Science Materials Advocacy Letter | 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% |
| Rationale | 25.0% | Not addressed. | Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is underdeveloped. | Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is given basic consideration. | Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is logical and solid. | Rationale for using grade appropriate classroom resources, particularly technology, in early childhood science instruction to meet the needs of students and strengthen the learning environment is compelling and specific. |
| Facilitating Exploration | 20.0% | Not addressed. | Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is minimal. | Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is rudimentary. | Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is appropriate. | Explanation of how each resource facilitates scientific exploration and develops curiosity of students in the intended age range is comprehensive. |
| Engaging Students | 20.0% | Not addressed. | Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is inappropriate for early childhood students. | Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is plausible for early childhood students. | Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is appropriate for early childhood students. | Explanation of how the resources help engage students with different learning styles or preferences or who come from diverse backgrounds is insightful for early childhood students. |
| Obtaining the Resource | 5.0% | Not addressed. | Information about how to obtain the resource and its approximate cost is vague. | Information about how to obtain the resource and its approximate cost is basic. | Information about how to obtain the resource and its approximate cost is clear. | Information about how to obtain the resource and its approximate cost is extensive. |
| Organization | 10.0% | 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 is adequately organized, generally providing 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed. | Documentation of sources is inconsistent and/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 are 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. |
| 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. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as 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. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
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