Apply Rubrics 1: No submission 0.00% 2 2: Insufficient 65.00% 3 3: Approaching 75.00% 4: Acceptable 85.00% 5 5: Target 100.00% 80.0 % Content No submission. 20.0 % Principles of Learning (ACEI 1.0, InTASC; COE Program Competency 1.1) Presentation poorly describes a learning theory of how learning occurs. It may not include students? development, acquisition of knowledge, or motivation. Presentation adequately describes a valid learning theory of how learning occurs, including students? development, acquisition of knowledge, and motivation. Presentation clearly and accurately describes a valid learning theory of how learning occurs, including students? development, acquisition of knowledge, and motivation. Presentation comprehensively and adeptly describes a valid learning theory of how learning occurs, including students? development, acquisition of knowledge, and motivation. 80.0 % Content 20.0 % No submission. Understanding Diverse Students (ACEI 3.2; InTASC ; COE Program Competency 3.2) Presentation poorly explains how individual learners have differences in development, approaches to Presentation adequately explains how individual learners have differences in development, Presentation clearly and accurately explains how individual learners have differences in development, Presentation comprehensively and adeptly explains how individual learners have differences in development, learnin Loncent 20.0 % No submission, Understanding Diverse Students (ACEI 3.2; In TASC; COE Program Competency 3.2) Presentation poorly explains how individual learners have differences in development, approaches to learning, and performance. Presentation adequately explains how individual learners have differences in development, approaches to learning, and performance. Presentation clearly and accurately explains how individual learners have differences in development, approaches to learning, and performance. Presentation comprehensively and adeptly explains how individual learners have differences in development, approaches to learning, and performance. 80.0 % Content No submission 20.0 % The Role of Family in Learning (ACEI 5.2; In TASC 'COE Program Competency 5.2) Presentation poorly describes the role of families in promoting the intellectual, social, emotional, physical growth, and well-being of children. Presentation adequately describes the role of families in promoting the intellectual, social, emotional, physical growth, and well- being of children. Presentation clearly and accurately describes the role of families in promoting the intellectual, social, emotional, physical growth, and well-being of children. Presentation comprehensively and adeptly describes the role of families in promoting the intellectual, social, emotional, physical growth, and well- being of children. 80.0 % Content 20.0 % No submission. Presentation includes Presentation includes Presentation Presentation clearly 20.0 % No submission, Family Activities (ACEI 1.0, 5.2; InTASC) Presentation includes 5 underdeveloped things families can do to support their children. Presentation includes 5 general things families can do to support their children. Presentation describes 5 age- appropriate things families can do to support the intellectual, social, emotional, and/or physical growth, of their children. Presentation clearly describes 5 age- appropriate, targeted, realistic things families can do to support the intellectual, social, emotional, and/or physical growth, of their children. 15.0 % Organization and Effectiveness Thesis Development 7.0 % and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. 15.0 % ------!--...-- --- Mechanics of Writing 8.0% (includes spelling, punctuation, grammar, language use) Writer is clearly in command of standard, written, academic English. 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. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience- appropriate language are employed. 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. Format 5.0 % 5.0 % No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and appropriate style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error. Total Weightage 100 %
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