| Course Code | Class Code | Assignment Title | Total Points |
| ECE-640 | ECE-640-O500 | Classroom Design | 70.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Classroom Map | 30.0% | Not addressed. | Inappropriately includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | Ambiguously includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | Appropriately includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. | Innovatively includes student spaces, use of technology, the traffic flow, learning centers, and storage and display furnishings. |
| Explanation: Learning Environment Rationale | 10.0% | Not addressed. | The rationale for choosing and arranging the objects in the learning environment is inadequately explained. | The rationale for choosing and arranging the objects in the learning environment is unclearly explained. | The rationale for choosing and arranging the objects in the learning environment is clearly explained. | The rationale for choosing and arranging the objects in the learning environment is thought-provoking. |
| Explanation: Classroom Environment | 10.0% | Not addressed. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is inaccurately described. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is vaguely described. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is accurately described. | Fostering diversity, openness, creativity, and a social-interactive learning environment in the classroom is innovatively described. |
| Explanation: Classroom Design and Learning | 10.0% | Not addressed. | The classroom design ineffectively encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | The classroom design inexplicitly encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | The classroom design effectively encourages inquiry, discovery, active problem solving, and making real-world connections for the students. | The classroom design thoughtfully encourages inquiry, discovery, active problem solving, and making real-world connections for the students. |
| Explanation: Students’ Interests and Needs | 10.0% | Not addressed. | Incomprehensibly describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | Minimally describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | Logically describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. | Comprehensively describes how a well-designed classroom environment helps focus attention, engage students in their curriculum, and provide options for meeting individual interests and learning needs. |
| Visual Appeal | 10.0% | Not addressed. | There are few or no graphic elements. No variation in layout or typography is evident. | 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. | The classroom map is visually pleasing for the audience. There is a good variety and use of graphics, colors, and fonts. The arrangement of material is logically organized for presentation. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other; or the summary is widely outside of the required word count. | The content is not adequately organized even though it provides the audience with a sense of the main idea. The summary may not be within a reasonable range of the required word count. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. The summary is within a reasonable range of the required word count. | The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. The summary is within the required word count. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice 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. |
| Total Weightage | 100% |
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