| Course Code | Class Code | Assignment Title | Total Points |
| ECE-501 | ECE-501-O500 | Benchmark - Lifelong Learner Professional Development Plan | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Learning Outcomes COE 5.1 | 20.0% | Not addressed. | Ineffectively indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes. | Minimally indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes. | Effectively indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes. | Expertly indicates how early childhood professional development informs and enhances practice in order to maximize learning outcomes. |
| Themes from NAEYC Professional Standards COE 5.2 | 15.0% | Not addressed. | Poorly includes a summary of themes from NAEYC professional standards and how they inform early childhood education. | Vaguely includes a summary of themes from NAEYC professional standards and how they inform early childhood education. | Correctly includes a summary of themes from NAEYC professional standards and how they inform early childhood education. | Includes an insightful summary of themes from NAEYC professional standards and how they inform early childhood education. |
| Applying Theories COE 5.3 | 20.0% | Not addressed. | The theories from the research are inadequately applied and insufficiently promoted professional practice within early childhood education. | The theories from the research are ambiguously applied and unclearly promoted professional practice within early childhood education. | The theories from the research are accurately applied and promoted professional practice within early childhood education. | The theories from the research are skillfully and professionally applied and promoted professional practice within early childhood education. |
| Professional Development | 15.0% | Not addressed. | Inaccurate examples of current professional development opportunities in the field of early childhood are included. | Marginal examples of current professional development opportunities in the field of early childhood are included. | Relevant examples of current professional development opportunities in the field of early childhood are included. | Extensive examples of current professional development opportunities in the field of early childhood are included. |
| Visual Appeal | 10.0% | Not addressed. | Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. | Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. | Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently. | Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size or color are used well and consistently. |
| Appropriateness | 10.0% | Not addressed. | Student selection of a tool, technique, or paradigm does not relate to the project or course goal. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are not appropriate for the audience and the situation and are inadequately developed. | Student selects a tool, technique, or paradigm that achieves a basic representation as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation but some of the development of the material is inadequate. | Student selects an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation. | Student shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates tools, techniques, or paradigms that effectively achieve the desired goal. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | The writer is clearly in command 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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