| Course Code | Class Code |
| ECS-570 | ECS-570-O500 | Assistive Technology Essay | 110.0 |
| Criteria | Percentage | No submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Setting | 20.0% | Not addressed. | Essay has an incomplete or poorly describes the classroom setting in which the assistive technology will be used, and has an irrelevant picture or illustration of the AT device. | Essay has an adequate description of the classroom setting in which the assistive technology will be used, and has a simplistic picture or illustration of the AT device. | Essay has relevant description of the classroom setting in which the assistive technology will be used, and has a sound picture or illustration of the AT device. | Essay has an in-depth and creative description of the classroom setting in which the assistive technology will be used, and has a quality picture or illustration of the AT device. |
| Assistive Technology in the Classroom [CEC S2.5, S3.1, 5.3; NAEYC 4b, 4c; InTASC 8g, 8h, 8n] | 20.0% | Not addressed. | Essay has little or nothing to do with the assistive technology devices and how it supports the development of language, literacy, or communication skills that can be implemented in the classroom, or information provided is inaccurate or inappropriate for young children with learning delays. | Essay addresses the assistive technology device, but is overly simplistic on how it supports the development of language, literacy, or communication skills. Few details and/or examples are given as to how it can be implemented in the classroom and how it is beneficial to children. | Essay adequately describes the assistive technology device and how it supports the development of language, literacy, or communication skills in the classroom. Soundly explains how it can benefit children with developmental delays. Includes a reasonable explanation of how to implement the AT in the classroom. | Essay thoughtfully describes the assistive technology devise and how it supports the development of language, literacy, or communication skills in the classroom. Skillfully explains how it can benefit children with developmental delays. Includes a detailed, realistic explanation of how to implement the AT in the classroom. |
| Reflect on using assistive technology in the educational environment [CEC S4.11; NAEYC 5c; InTASC 7(f)] | 20.0% | Not addressed. | Reflection inaccurately describes the challenges of implementing AT in the classroom. | Reflection includes a simplistic, but accurate, discussion on the challenges of implementing AT in the classroom. | Reflection includes a sound discussion on the challenges of implementing AT in the classroom. | Reflection includes a thoughtful, professional discussion on the challenges of implementing AT in the classroom. |
| Research | 5.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| Thesis Development and Purpose | 7.0% | Not addressed. | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 8.0% | Not addressed. | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| 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 is used. | 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. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety 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. |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Not addressed. | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. |
| 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 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. |
| Overall Presentation | 5.0% | Not addressed. | The work is not neat or organized. Work would not be presentable to school colleagues. | The work is not neat and includes several minor organizational flaws. Work would barely be presentable to school colleagues. | The overall appearance is generally neat, with a few minor organizational flaws. Work would be presentable to school colleagues. | The work is well presented. The overall appearance is neat and professional. Work would be highly presentable to school colleagues. |
| Total Weightage | 100% |
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