| Course Code | Class Code | Assignment Title | Total Points |
| ECS-560 | ECS-560-O500 | Student Conflict Resolution | 100.0 |
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (69.00%) | 3: Approaching (74.00%) | 4: Acceptable (87.00%) | 5: Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| De-escalation Techniques [CEC S5.5; S3.3; NAEYC 4a; InTASC 3(p)] | 20.0% | Not addressed. | De-escalation techniques are not provided, the techniques are irrelevant or inappropriate for addressing the situation, and/or the techniques are not supported with scholarly, relevant research. | De-escalation techniques are not fully developed and/or are not supported with scholarly, relevant, timely research. Techniques may not address the situation in a safe, ethical, and appropriate manner. | Appropriate de-escalation techniques are addressed and are generally supported with scholarly, relevant, timely research. Techniques are likely to address the situation in a safe, ethical, and appropriate manner. | Relevant and realistic de-escalation techniques are explained and are well-supported with scholarly, relevant, timely research. Techniques are well-suited for addressing the situation in a safe, ethical, and appropriate manner. |
| Strategies to Create a Calm, Positive Atmosphere [CEC S2.4; NAEYC 4a; InTASC 3(p); InTASC 3(q)] | 20.0% | Not addressed. | Strategies are inappropriate or irrelevant for maintaining a calm, atmosphere for other students during conflict are provided. Strategies are not sufficiently supported with research. | Strategies for maintaining a calm, positive atmosphere for other students during conflict are vaguely described. Strategies may not be supported by relevant and timely research. | At least 2-3 reasonable strategies are explained for maintaining a calm, positive atmosphere for other students during conflict are provided. Strategies are generally supported with relevant and timely research. | At least 2-3 relevant and realistic strategies are explained for maintaining a calm, positive atmosphere for other students during conflict are provided. Strategies are well-supported with relevant and timely research. |
| Strategies to Incorporate Positive Interactions [CEC S2.4; NAEYC 4a; InTASC 3(p); InTASC 3(q)] | 20.0% | Not addressed. | Strategies are inappropriate or irrelevant for incorporating positive interactions between Kimber and Crystal and the other students are provided. Strategies are not sufficiently supported with research. | Strategies for incorporating positive interactions between Kimber and Crystal and the other students are vaguely described. Strategies may not be supported by relevant and timely research. | At least 2-3 reasonable strategies are explained for incorporating positive interactions between Kimber and Crystal and the other students are provided. Strategies are generally supported with relevant and timely research. | At least 2-3 relevant and realistic strategies are explained for incorporating positive interactions between Kimber and Crystal and the other students are provided. Strategies are well-supported with relevant and timely research. |
| Description of Follow-up or Debriefing Session [CEC S5.5; S3.3; NAEYC 4a; InTASC 3(p)] | 10.0% | Not addressed. | Debriefing session is inappropriate or inadequately developed. | Debriefing session is vague or overly simplistic for addressing students, or is not well-suited for the students or situation. | Debriefing session is adequately described and appropriate for the students and the situation. | Debriefing session is clear, realistic and well-suited for the students and the situation. |
| Thesis Development and Purpose | 5.0% | Not addressed. | Thesis and/or main claim are not apparent nor appropriate to purpose. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 5.0% | Not addressed. | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible 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) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | 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 and/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. |
| Total Weightage | 100% |
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