| Course Code | Class Code | Assignment Title | Total Points |
| ECS-565 | ECS-565-O500 | Social Development in Young Children | 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% |
| Positive Social Behaviors | 20.0% | Not addressed. | The resource guide is incomplete or does not sufficiently describe how young children develop positive social behaviors. | The resource guide vaguely describes how young children develop positive social behaviors. | The resource guide describes how young children develop positive social behaviors and interactions. | The resource guide is exceptionally detailed in describing how young children develop positive social behaviors and interactions. |
| Friendship and Relationship Building Skills | 15.0% | Not addressed. | The resource guide is incomplete or does not sufficiently describe the social development in young children in the area of friendship and relationship building skills. | The resource guide vaguely describes the social development in young children in the area of friendship and relationship building skills. | The resource guide describes the social development in young children in the area of friendship and relationship building skills. | The resource guide is exceptionally detailed in describing the social development in young children in the area of friendship and relationship building skills. |
| Conflict Resolution | 20.0% | Not addressed. | The resource guide is incomplete or does not sufficiently explain strategies that can be used to teach children social skills and conflict resolution. | The resource guide vaguely explains strategies that can be used to teach children social skills and conflict resolution. | The resource guide explains ideas and strategies that can be used to teach children social skills and conflict resolution. | The resource guide is exceptionally detailed in explaining ideas and strategies that can be used to teach children social skills and conflict resolution. |
| Child Advocate | 15.0% | Not addressed. | The resource guide is incomplete or does not sufficiently explain how to advocate on behalf of young children and their families. | The resource guide vaguely explains how to advocate on behalf of young children and their families. | The resource guide explains how to advocate on behalf of young children and their families. | The resource guide is exceptionally detailed in describing how to advocate on behalf of young children and their families. |
| 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, 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 may be 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
Rubric_Print_Format3.xlsx
