| Course Code | Class Code | Assignment Title | Total Points |
| ELM-580 | ELM-580-O501 | Integrating Multimedia in ELA Instruction | 70.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Multimedia Brochure Description | 25.0% | Not addressed. | Multimedia brochure is weak and has gaps in the description of each multimedia tool and the rationale as to why this tool will foster students' learning and active engagement of subject matter is underdeveloped and unprepared. | Multimedia brochure includes a surface-level description of each multimedia tool along with an inadequate rationale as to why this tool will foster students' learning and active engagement of subject matter. | Multimedia brochure includes a relevant and credible description of each multimedia tool along with a detailed rationale as to why this tool will foster students' learning and active engagement of subject matter. | Multimedia brochure includes an expert and insightful description of each multimedia tool along with an outstanding rationale as to why this tool will foster students' learning and active engagement of subject matter. |
| Literate Environment | 15.0% | Not addressed. | Multimedia brochure has gaps in one or multiple parts of the rationale as to how each multimedia tool creates a literate environment. | Multimedia brochure includes a vague and developing rationale as to how each multimedia tool creates a literate environment. | Multimedia brochure includes a solid and relevant rationale as to how each multimedia tool creates a literate environment. | Multimedia brochure includes a skillful and proficient rationale as to how each multimedia tool creates a literate environment. |
| Diverse Needs | 15.0% | Not addressed. | Multimedia brochure includes a poor and unfitting description as to how this tool can be adapted to meet the diverse needs of students. | Multimedia brochure includes a vague description that is lacking detail as to how this tool can be adapted to meet the diverse needs of students. | Multimedia brochure includes a clear and detailed description as to how this tool can be adapted to meet the diverse needs of students. | Multimedia brochure includes an in-depth and thorough description as to how this tool can be adapted to meet the diverse needs of students. |
| Role of Family | 15.0% | Not addressed. | Multimedia brochure includes poor and unfitting details of the role of family in supporting the learning activity and the use of the tool. | Multimedia brochure includes weak and surface level details of the role of family in supporting the learning activity and the use of the tool. | Multimedia brochure includes relevant details of the appropriate role of family in supporting the learning activity and the use of the tool. | Multimedia brochure includes comprehensive and insightful details of the creative role of family in supporting the learning activity and the use of the tool. |
| Visual Appeal | 10.0% | Not addressed. | Color is dull 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 are inadequate. 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 15.0% | 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 several minor 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, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | 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% |
NJK11
Rubric_Print_Format.xlsx
