Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ECS-560 | ECS-560-O500 | Families in Transition and Crisis Presentation | 100.0 | |||||
| Criteria | Percentage | 1: No Submission (0.00%) | 2: Insufficient (69.00%) | 3: Approaching (74.00%) | 4: Acceptable (87.00%) | 5: Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% | |||||||
| Family Situations and Responses [CEC 6.3, CEC Specialty Set S6.1; InTASC 10(m)] | 20.0% | Not addressed. | Presentation lists very few signs or situations of families in crisis, transition, or in abusive settings. Examples are inappropriate or not evident. Support from sources is not evident, timely, and relevant. | Presentation broadly lists fewer than 8 signs or situations of families in crisis, transition, or in abusive settings; and/or examples are overly simplistic. Support from sources is not clear or sources are questionable. | Presentation is complete and lists 8-10 signs or situations of families in crisis, transition, or in abusive settings. Examples are clear and appropriate. Support from scholarly sources is mostly evident. | Presentation is comprehensive and lists 8-10 signs or situations of families in crisis, transition, or in abusive settings. Examples are appropriate, clear, descriptive, and realistic. Substantial support from scholarly sources is evident, timely, and relevant. | ||
| Signs or Behaviors of Children [CEC 6.3, CEC Specialty Set S6.1; InTASC 1(c), 7(i), 10(m)] | 20.0% | Not addressed. | Provides incomplete or irrelevant examples of signs or behaviors educators might see in children or family members who are experiencing crisis. | Provides vague or overly simplistic examples of signs or behaviors educators might see in children or family members who are experiencing crisis. | Provides relevant examples of signs or behaviors educators might see in children or family members who are experiencing crisis. | Insightfully describes signs or behaviors educators might see in children or family members who are experiencing crisis. | ||
| Effect on a Child?s Performance in School [CEC 6.3, CEC Specialty Set S6.1; InTASC 10(m)] | 20.0% | Not addressed. | The effects of crises on a child's performance and on the class as a whole are insufficiently or inaccurately discussed; these effects are not supported with scholarly and timely research. | The effects of crises on a child's performance and on the class as a whole are vague or overly simplistic. Research cited inadequately supports the information presented. | The effects of crises on a child's performance and on the class as a whole are clear and adequately described. Both are generally supported with scholarly and timely research. | The effects of crises on a child's performance and on the class as a whole are realistically and comprehensively described. Both are well-supported with scholarly and timely research. | ||
| Ethical and Legal Considerations with Regard to These Situations [CEC 6.3; Specialty Set S6.1; NAEYC 2b; InTASC 9(j)] | 20.0% | Not addressed. | Ethical and legal considerations are very briefly addressed or only one area is addressed; each may or may not be supported by scholarly research or research is not timely. | Ethical and legal considerations are vaguely addressed; may not be adequately supported by scholarly and/or timely research. | Ethical and legal considerations are adequately addressed; each is supported by scholarly and/or timely research. | Ethical and legal considerations are comprehensively and proficiently addressed; each is well-supported by scholarly and timely research. | ||
| Layout | 5.0% | Not addressed. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout does not use horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. | ||
| 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 not documented, as appropriate to assignment and style, some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, 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. Inconsistencies in language choice (register) and/or word choice are present. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety 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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