| Course Code | Class Code | Assignment Title | Total Points |
| SEC-540 | SEC-540-O500 | Examining Texts Digital Brochure | 60.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Category | 100.0% |
| Importance of Multiple Forms of Text | 15.0% | Not addressed. | Explanation does not justify the importance of using multiple forms of text to support literacy development. | Explanation marginally justifies the importance of using multiple forms of text to support literacy development. | Explanation reasonably justifies the importance of using multiple forms of text to support literacy development. | Explanation proficiently justifies the importance of using multiple forms of text to support literacy development. |
| Examples of Fiction and Non-Fiction Text and Rationale | 15.0% | Not addressed. | Examples of fiction and non-fiction texts are incomplete. Rationale poorly describes the complexity and purpose of each text and how they can be implemented in the content area. | Examples of fiction and non-fiction texts are unfocused and/or rationale superficially describes the complexity and purpose of each text and how they can be implemented in the content area. | Examples of fiction and non-fiction texts are relevant. Rationale effectively describes the complexity and purpose of each text and how they can be implemented in the content area. | Examples of fiction and non-fiction texts are thought provoking. Rationale thoroughly describes the complexity and purpose of each text and how they can be implemented in the content area. |
| Text Selection Based on Qualitative and Quantitative Measures | 15.0% | Not addressed. | Explanation of how texts are selected through qualitative and quantitative measures is unconvincing. | Explanation of how texts are selected through qualitative and quantitative measures is unclear. | Explanation of how texts are selected through qualitative and quantitative measures is detailed. | Explanation of how texts are selected through qualitative and quantitative measures is substantial. |
| Media and Technology | 15.0% | Not addressed. | Examples of media and technology are unfitting, and the examination of how they creatively support literacy development is unconvincing. | Examples of media and technology are weak, and the examination of how they creatively support literacy development is ambiguous. | Examples of media and technology are suitable, and examination of how they creatively support literacy development is reasonable. | Examples of media and technology are detailed, and examination of how they creatively support literacy development is comprehensive. |
| Family Resources | 15.0% | Not addressed. | Family resources are irrelevant and explanation of how they support literacy development is implausible. | Family resources are weak and explanation of how they support literacy development is vague. | Family resources are relevant and explanation of how they support literacy development is credible. | Family resources are novel and explanation of how they support literacy development is specific. |
| Brochure Organization and Visual Appeal | 10.0% | Not addressed. | Cover is not engaging or does not specify grade and content area. The brochure is not neat or organized. There are few or no graphic elements or variation in layout, type size, and color. | Cover is marginally engaging or ambiguously specifies grade and content area. The overall appearance and organization of material is generally acceptable. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts. There is some variation in layout, type size, and color. | Cover is engaging and specifies grade and content area. The overall appearance is generally neat, with a few minor organizational flaws. Thematic graphic elements are used, but not always in context. Visual connections mostly contribute to the understanding of concepts. Differences in layout, type size, and color are well used and consistent. | Cover is creatively engaging and specifies grade and content area. The work is well presented. The overall appearance is neat and professional. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts. Differences in layout, type size, and color are expertly used. |
| 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 several minor formatting 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, and format is free of error. |
| 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. Inconsistent language and/or word choice are present. Sentence structure is lacking. | 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, as well as some practice and content-related language. | Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Total Weightage | 100% |
vx6
Rubric_Print_Format7.xlsx
