| Course Code | Class Code | Assignment Title | Total Points |
| ECS-565 | ECS-565-O500 | Discipline, Guidance, and Punishment | 50.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Infographic Strategies for Social Skills | 20.0% | Not addressed. | Strategies to teach social skills and conflict resolution are irrelevant or incomplete. | Strategies to teach social skills and conflict resolution are underdeveloped. | Describes appropriate strategies to teach social skills and conflict resolution. | Thoroughly describes exceptional strategies to teach social skills and conflict resolution. |
| Infographic Strategies for Challenging Behavior | 20.0% | Not addressed. | Strategies to prevent and reduce challenging behaviors are irrelevant or incomplete. | Strategies to prevent and reduce challenging behaviors are underdeveloped. | Describes appropriate strategies to prevent and reduce challenging behaviors. | Thoroughly describes exceptional strategies to prevent and reduce challenging behaviors. |
| Discipline, Guidance, and Punishment | 10.0% | Not addressed. | Description of the difference between discipline, guidance, and punishment is irrelevant or incomplete. | Description of the difference between discipline, guidance, and punishment is unclear. | Appropriately describes the differences between discipline, guidance, and punishment. | Thoroughly and exceptionally describes the differences between discipline, guidance, and punishment. |
| Scenario Reflection | 20.0% | Not addressed. | Justification of the type of discipline you would use based on the scenario is incomplete or irrelevant. | Justification of the type of discipline you would use based on the scenario is unclear. | Justification of the type of discipline you would use based on the scenario is appropriate. | Justification of the type of discipline you would use based on the scenario is realistic and thought-provoking. |
| Infographic 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. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 20.0% | 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. |
| Total Weightage | 100% |
K_Coromandel
Rubric_Print_Format2.xlsx
