| Course Code | Class Code | Assignment Title | Total Points |
| ECE-520 | ECE-520-O500 | The Child Assessment Cycle | 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% |
| Stages of the Child Assessment Cycle | 15.0% | Not addressed. | The stages of the child assessment cycle are ineffectively described. | The stages of the child assessment cycle are minimally described. | The stages of the child assessment cycle are competently described. | The stages of the child assessment cycle are extensively described. |
| Purpose and Benefits | 15.0% | Not addressed. | The purpose and benefits of the child assessment cycle for students, teachers, parents, and the entire school as a system are erroneously communicated and/or are missing several requested elements. | The purpose and benefits of the child assessment cycle for students, teachers, parents, and the entire school as a system are weakly communicated and/or are missing 1-2 elements. | The purpose and benefits of the child assessment cycle for students, teachers, parents, and the entire school as a system are clearly communicated. | The purpose and benefits of the child assessment cycle for students, teachers, parents, and the entire school as a system are communicated in depth. |
| Pre-Assessment and Post-Assessment | 15.0% | Not addressed. | The pre-assessment, post-assessment, and how they are used in the learning environment are insufficiently or inaccurately defined. | The pre-assessment, post-assessment, and how they are used in the learning environment are vaguely defined. | The pre-assessment, post-assessment, and how those assessments are used in the learning environment are accurately defined. | The pre-assessment, post-assessment, and how those assessments are used in the learning environment are defined specifically. |
| Purpose for an Assessment | 15.0% | Not addressed. | Explanation of why having an intended purpose for an assessment before starting the child assessment cycle is identified inaccurately and how to utilize data to inform teaching practices are also identified inaccurately. | Explanation of why having an intended purpose for an assessment before starting the child assessment cycle is unclearly identified and how to utilize data to inform teaching practices are also unclearly identified. | Explanation of why having an intended purpose for an assessment before starting the child assessment cycle is logically identified and how to utilize data to inform teaching practices are also logically identified. | Explanation of why having an intended purpose for an assessment before starting the child assessment cycle is clearly identified and how to utilize data to inform teaching practices are also clearly identified. |
| Original Graphic | 10.0% | Not addressed. | Original graphic poorly describes at least one activity, and associated teacher responsibilities of each stage of the cycle are imprecise. | Original graphic marginally describes at least one activity, and associated teacher responsibilities of each stage of the cycle are simple. | Original graphic describes at least one activity and associated teacher responsibilities of each stage of the cycle. | Original, detailed graphic describes at least one activity and associated teacher responsibilities of each stage of the cycle are thoughtfully applied. |
| Resources for Staff | 5.0% | Not addressed. | The resources for staff who would like to learn more about child assessments and how to utilize data to inform teaching practices are unfitting. | The resources for staff who would like to learn more about child assessments and how to utilize data to inform teaching practices are partially incomplete. | The resources for staff who would like to learn more about child assessments and how to utilize data to inform teaching practices are identified. | The resources for staff who would like to learn more about child assessments and how to utilize data to inform teaching practices are extensively identified. |
| Presentation of Content | 10.0% | Not addressed. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Not addressed. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | 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 documented completely and correctly, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |
Kyeugelowitz1
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