| Course Code | Class Code | Assignment Title | Total Points |
| ECE-520 | ECE-520-O500 | Family Informational Pamphlet | 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% |
| Definitions of Standards and Curriculum | 10.0% | Not addressed. | Includes flawed definitions of standards and curriculum. | Includes weak definitions of standards and curriculum. | Includes brief definitions of standards and curriculum. | Includes substantial definitions of standards and curriculum. |
| Differences | 15.0% | Not addressed. | Poorly explains the difference between learning standards and curriculum. | Vaguely explains the difference between learning standards and curriculum. | Clearly explains the difference between learning standards and curriculum. | Thoroughly explains the difference between learning standards and curriculum. |
| Explanation | 10.0% | Not addressed. | An imprecise explanation of the purpose behind having learning standards guide curriculum development. | A shallow explanation of the purpose behind having learning standards guide curriculum development. | A detailed explanation of the purpose behind having learning standards guide curriculum development. | A compelling explanation of the purpose behind having learning standards guide curriculum development. |
| Use of Standards | 15.0% | Not addressed. | Inaccurately demonstrates how teachers use the standards to begin developing lesson plans and the purpose of instructional planning. | Unclearly demonstrates how teachers use the standards to begin developing lesson plans and the purpose of instructional planning. | Properly demonstrates how teachers use the standards to begin developing lesson plans and the purpose of instructional planning. | Specifically demonstrates how teachers use the standards to begin developing lesson plans and the purpose of instructional planning. |
| Overview | 15.0% | Not addressed. | Includes an incomprehensible overview of the teacher's role in the curriculum process, and how curriculum is used to support student learning. | Includes a partially incomplete overview of the teacher's role in the curriculum process. and how curriculum is used to support student learning. | Includes a general overview of the teacher's role in the curriculum process, and how curriculum is used to support student learning. | Includes an insightful overview of the teacher's role in the curriculum process, and how curriculum is used to support student learning. |
| Information about Individualization | 10.0% | Not addressed. | Information about individualization so that parents can better understand how their child will be supported in the classroom is inaccurately stated. | Information about individualization so that parents can better understand how their child will be supported in the classroom is ambiguously stated. | Information about individualization so that parents can better understand how their child will be supported in the classroom is clearly stated. | Information about individualization so that parents can better understand how their child will be supported in the classroom is extensively stated. |
| Definitions and Influence | 5.0% | Not addressed. | Definitions of pre-assessments and post-assessments and their influence on instructional strategies are incorrect. | Definitions of pre-assessments and post-assessments and their influence on instructional strategies are somewhat inaccurate. | Definitions of pre-assessments and post-assessments and their influence on instructional strategies are accurately presented. | Definitions of pre-assessments and post-assessments and their influence on instructional strategies are exceptionally presented. |
| Aesthetic Quality | 10.0% | Not addressed. | Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present. | Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message. | Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation. | Design is professional, visually appealing, and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation. |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | 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. Varieties 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. |
| Format and Documentation of Sources (layout, 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 some key formatting and citation errors are 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. Format is free of error. |
| Total Weightage | 100% |
Kyeugelowitz1
Rubric_Print_Format6.xlsx
