| Course Code | Class Code | Assignment Title | Total Points |
| ELM-200 | ELM-200-O501 | Cognitive Development | 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% |
| Definition of the Cognitive Development Concept | 10.0% | Not addressed | Cognitive development phases are incomplete or incorrectly defined. | Cognitive development phases are broadly defined. | Cognitive development phases are accurately defined. | Cognitive development phases are thoroughly defined. |
| Example of the Cognitive Development Concept | 10.0% | Not addressed | Example of the cognitive development concept in an elementary classroom is illogical. | Example of the cognitive development concept is sufficient. | Example of the cognitive development concept is detailed. | Example of the cognitive development concept is thoroughly detailed. |
| Learning Activity for the Cognitive Concept | 10.0% | Not addressed | Learning activity for the cognitive concept was poorly designed, and could not be effectively applied in a classroom setting. | Learning activity for the cognitive concept was adequately designed and could be applied in a classroom setting. | Learning activity for the cognitive concept was logically designed and could be appropriately applied in a classroom setting. | Learning activity for the cognitive concept was comprehensive and could be creatively applied in a classroom setting. |
| Reflection: Student Development and Readiness for Learning | 15.0% | Not addressed | Learning theories are inadequately related to student development and readiness for learning. | Learning theories are adequately related to student development and readiness for learning. | Learning theories are clearly related to student development and readiness for learning. | Learning theories are insightfully related to student development and readiness for learning. |
| Reflection: Planning for Instruction | 10.0% | Not addressed | Explanation of the importance of considering cognitive development concepts when planning instruction is insufficient. | Explanation of the importance of considering cognitive development concepts when planning instruction is sufficient. | Explanation of the importance of considering cognitive development concepts when planning instruction is reasonable. | Explanation of the importance of considering cognitive development concepts when planning instruction is thorough and in-depth. |
| Reflection: Learning Activities Support Memory, Learning and Knowledge Acquisition | 15.0% | Not addressed | Explanation of how developmentally appropriate learning activities support memory, learning, and knowledge acquisition in elementary students is underdeveloped. | Explanation of how developmentally appropriate learning activities support memory, learning, and knowledge acquisition in elementary students is broad. | Explanation of how developmentally appropriate learning activities support memory, learning, and knowledge acquisition in elementary students is competent. | Explanation of how developmentally appropriate learning activities support memory, learning, and knowledge acquisition in elementary students is compelling. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 15.0% | 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) | 15.0% | 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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