| Course Code | Class Code | Assignment Title | Total Points |
| ELM-200 | ELM-200-O501 | Motivation Article | 70.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Student Motivation and Performance Enhancement | 15.0% | Not addressed. | Explanation of how student motivation can enhance performance is poor, and examples of theories and principles are irrelevant. | Explanation of how student motivation can enhance performance is adequate, and examples of theories and principles are plausible. | Explanation of how student motivation can enhance performance is detailed, and examples of theories and principles are appropriate. | Explanation of how student motivation can enhance performance is thorough and insightful, and examples of theories and principles demonstrate higher-order thinking. |
| Intrinsic versus Extrinsic Motivations | 15.0% | Not addressed. | Explanation of how intrinsic and extrinsic motivations differ is vague, and examples are underdeveloped. | Explanation of how intrinsic and extrinsic motivations differ is sufficient, and examples are basic. | Explanation of how intrinsic and extrinsic motivations differ is sound, and examples are relevant. | Explanation of how intrinsic and extrinsic motivations differ is thorough and professional and examples are specific. |
| Motivation Factors | 15.0% | Not addressed. | Explanation of factors that affect motivation is minimal, and includes underdeveloped examples. | Explanation of factors that affect motivation is broad, and includes cursory examples. | Explanation of factors that affect motivation is competent and includes specific, appropriate examples. | Explanation detailing factors that affect motivation is comprehensive and includes novel examples. |
| Motivation Strategies | 15.0% | Not addressed. | Includes insufficient developmentally appropriate strategies to help motivate students in the classroom. | Includes moderate developmentally appropriate research-based strategies to help motivate students in the classroom. | Includes quality developmentally appropriate research-based strategies to help motivate students in the classroom. | Includes exemplary developmentally appropriate and research-based strategies relevant to motivating students in the classroom. |
| Teacher Effectiveness | 15.0% | Not addressed. | How teacher effectiveness affects student motivation is illogically described and examples are not provided. | How teacher effectiveness affects student motivation is simply described and includes simple examples. | How teacher effectiveness affects student motivation is logically described and included credible examples. | How teacher effectiveness affects student motivation is expertly described and included substantial examples. |
| Layout | 10.0% | Not addressed. | The layout is cluttered, confusing, and not visually appealing. | The layout is basic and uses simple graphics that broadly relate to the topic. | The layout is visually appealing and uses appropriate graphics that relate to the topic. | The layout is thoroughly visually appealing and proficiently uses graphics that specifically relate to the topic. |
| 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 or sentence construction are used. | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate 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. |
| Documentation of Sources (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 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. |
| Total Weightage | 100% |
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