| Course Code | Class Code | Assignment Title | Total Points |
| ECS-565 | ECS-565-O500 | Child-Initiated Development and Learning | 40.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Guidance | 20.0% | Not addressed. | Newsletter provides incomplete or irrelevant information on individual and group guidance. | Newsletter vaguely describes how individual and group guidance is important for development and learning in children ages Birth to Pre-K. | Newsletter includes a clear and descriptive explanation of how individual and group guidance is important for development and learning in children ages Birth to Pre-K. | Newsletter includes a comprehensive and in-depth explanation of how individual and group guidance is important for development and learning in children ages Birth to Pre-K. |
| Problem-Solving Techniques | 20.0% | Not addressed. | Problem-solving techniques that help young children develop supportive relationships are incomplete or inappropriate for the learners. | Problem-solving techniques that help young children develop supportive relationships are vague and inconsistent. | Problem-solving techniques that help young children develop supportive relationships are logically and appropriately explained. | Problem-solving techniques that help young children develop supportive relationships are thoroughly and proficiently explained. |
| Strategies | 30.0% | Not addressed. | Strategies to facilitate child-initiated development and learning are incomplete or unrealistic. | Strategies to facilitate child-initiated development and learning are applicable, but lacking substantive explanation. | Strategies to facilitate child-initiated development and learning are detailed and clearly explained. | Strategies to facilitate child-initiated development and learning are well-crafted and exceptionally explained. |
| Aesthetic Quality | 10.0% | Not addressed. | Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. | Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. | Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. | Design is professional, visually appealing and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Mechanical errors or typos are present, and can be distracting to the reader. Correct and varied sentence structure and audience-appropriate language are inconsistent. | 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. | Writer is clearly in command of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | 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 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. |
| Total Weightage | 100% |
K_Coromandel
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