| Course Code | Class Code | Assignment Title | Total Points |
| ELM-550 | ELM-550-O501 | Wax Museum/Student Expectation Outline | 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% |
| Social Studies and Arts Standards, Learning Objective, and Description | 25.0% | Not addressed. | Student expectation outline is lacking one of the state standards for social studies or the arts with weakly aligned learning objectives for the wax museum or is missing a description of the assignment. | Student expectation outline includes state standards for social studies and the arts with ambiguous learning objectives for the wax museum and includes a vague description of the assignment. | Student expectation outline includes state standards for social studies and the arts and clearly aligns learning objectives for the wax museum including a detailed description of the assignment. | Student expectation outline includes state standards for social studies and the arts and skillfully aligned learning objectives for the wax museum, including a well-researched and thought out description of the assignment. |
| Expectations | 15.0% | Not addressed. | Student expectation outline includes poorly developed expectations of wax museum assignment and is missing components of the integration of two visual arts components of art, music, dance, or drama. | Student expectation outline vaguely defines the expectations of wax museum assignment and the integration of two visual arts components of art, music, dance, or drama. | Student expectation outline defines the expectations of wax museum assignment to include selected figure and the integration of two visual arts components of art, music, dance, or drama. | Student expectation outline skillfully defines the expectations of wax museum assignment to include selected figure and the well-researched, creative integration of two visual arts components of art, music, dance, or drama. |
| Technological Tools and Guidelines | 15.0% | Not addressed. | Student outline includes a poorly researched example of a technological tool to share this event and connections to community resources that do not enhance the student learning of the project. | Student outline includes a weak example of a technological tool to share this event and connections to community resources that enhance the student learning of the project. | Student outline includes a clear example of a professional technological tool to share this event and connections to community resources to enhance the student learning of the project. | Student outline includes multiple, insightful forms of well-researched and professional technological tools to share this event and connections to community resources to enhance the student learning of the project. |
| Reflection | 15.0% | Not addressed. | Reflection includes a poor and unrelated description of how the wax museum can be integrated into a future classroom. An explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is inadequately provided. | Reflection includes a superficial and basic description of how the wax museum can be integrated into a future classroom. A vague explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is somewhat provided. | Reflection includes a clear description of how the wax museum can be integrated into a future classroom. A detailed explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is adequately provided. | Reflection includes a detailed and thoughtful description of how the wax museum can be integrated into a future classroom. A proficient explanation as to how this assignment expands verbal communication techniques, including inquiry, collaboration, and student interaction is expertly provided. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 30.0% | 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_Format1.xlsx
