| Course Code | Class Code | Assignment Title | Total Points |
| ECE-455 | ECE-455-O500 | Development of Early Number Concepts | 25.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Standard/Activity | 10.0% | Not addressed. | Number sense standards are irrelevant and number sense activities are not appropriate for students. | Number sense standards and activities adequately align. | Number sense standards and developmentally appropriate number sense activities are clearly aligned. | Number sense standards and developmentally appropriate number sense activities are expertly aligned. |
| Real-World Application | 10.0% | Not addressed. | It is unclear how the activities and skills taught can be applied in the real world. | Each activity includes a basic real-world application for the math skill taught. | Each activity includes a logical real-world application for the math skill taught. | Each activity includes a creative and specific real-world application for the math skill taught. |
| Hands-On Manipulatives/ Resources | 10.0% | Not addressed. | The use of hands-on math manipulatives and other resources is minimal or is inappropriate for the activity. | The use of hands-on math manipulatives and other resources in each activity meet basic student needs. | The use of hands-on math manipulatives and other resources are effectively included in each activity. | The use of hands-on math manipulatives and other resources are insightfully included in each activity. |
| Differentiation | 10.0% | Not addressed. | Differentiation strategies included are inappropriate for the students. | Differentiation strategies included are functional and meet the needs of all students. | Each activity includes appropriate differentiation strategies to meet the needs of all students. | Each activity includes specific differentiation strategies to meet the needs of all students. |
| Assessment Strategies | 10.0% | Not addressed. | Assessment strategies are ineffective for assessing the standards taught. | Assessment strategies are functional and generally assess the standards taught. | Formal and informal assessment strategies are relevant and clearly assess the standards taught. | Formal and informal assessment strategies are well-crafted and explicitly assess the standards taught. |
| Rationale | 20.0% | Not addressed. | Explanation of how learning activities are hands-on and support the learning of the selected standards is vague. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate unfocused. | Explanation of how each learning activity is hands-on and supports the learning of the selected standards is sufficient. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate is adequate. | Explanation of how each learning activity is hands-on and supports the learning of the selected standards is detailed. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate is logical. | Explanation of how each learning activity is hands-on and supports the learning of the selected standards is thorough. Discussion of how the activities, manipulatives, and assessments are developmentally appropriate is thoughtful. |
| Table Format (use of appropriate template) | 10.0% | Not addressed. | Content is confusing. Table is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. | Content is somewhat unfocused. Appropriate table is used, but formatting includes several minor errors or some lack of clarity. | Content is clear. Appropriate table is fully used. There are very few errors in formatting style. | Content is well-presented and easy to read. All table and format elements are correct. |
| Research | 10.0% | Not addressed. | Sources provided do not support the claims of the submission or are not credible. | Submission includes only 1-2 sources, sources broadly support claims, or some sources are not credible. | Research is relevant and supports the information presented. All of the criteria stated in the assignment are addressed. | Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| Mechanics (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 are present but are not overly distracting to the reader; or inconsistent language or word choice is present; or sentence structure could be more varied. | 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. |
| Total Weightage | 100% |
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