SELF-Efficacy Essay 1 2 3 Unsatisfacto Less than Satisfactor ry Satisfactory y 0.00% 65.00% 75.00% 85.0 %Content 17.0 Concept of %Concept of self-efficacy Self-Efficacy is not explained. 85.0 %Content 17.0 %Influence of High and Low SelfEfficacy on Learning 85.0 %Content 17.0 %Impact of Self-Efficacy on Young Learners with Special Needs 85.0 %Content Concept of self-efficacy is vaguely explained. Influence of Influence of high and low high and low self-efficacy self-efficacy on learning is on learning not is vaguely explained. explained. 4 Good 85.00% 5 Excellent 100.00% Concept of self-efficacy is explained in detail. Concept of self-efficacy is explained in detail and with insight. Influence Influence of of high and high and low low selfself-efficacy efficacy on on learning learning is is explained explained in detail. clearly. Role of selfRole of efficacy in selfpersonal efficacy in education is personal included. education is included. Influence of high and low self-efficacy on learning is explained in detail and with insight. Role of selfefficacy in personal education is included. Concept of selfefficacy is explained clearly. Impact of Effect of Effect of self-efficacy self-efficacy selfon young on young efficacy on learners with learners with young special needs special learners is not needs is with explained. vaguely special explained. needs is explained clearly. Effect of Effect of self-efficacy self-efficacy on young on young learners with learners with special special needs is needs is explained in explained in detail. detail and with insight. 17.0 Strategies to %Strategies promote a to Promote a positive selfPositive Self- efficacy for Efficacy for young Young learners are Learners not explained. 85.0 %Content 17.0 %Relationshi p between Self-Efficacy and SelfRegulation Relationship between self-efficacy and selfregulation is not explained. 15.0 %Organizatio n, Effectivenes s, and Format 5.0 Paragraphs %Paragraph and Development transitions and consistently Transitions lack unity and coherence. No apparent connections between paragraphs are established. Transitions are Strategies to Strategies Strategies to promote a to promote promote a positive self- a positive positive selfefficacy for selfefficacy for young efficacy for young learners are young learners are vaguely learners explained in explained. are detail. explained clearly. Strategies to promote a positive selfefficacy for young learners are explained in detail and with insight. Relationship between self-efficacy and selfregulation is vaguely explained. Relationship between self-efficacy and selfregulation is explained in detail and with insight. Relationshi p between selfefficacy and selfregulation is explained clearly. Relationship between self-efficacy and selfregulation is explained in detail. Some Paragraphs A logical There is a paragraphs are progression sophisticated and generally of ideas construction transitions competent, between of may lack but ideas paragraphs is paragraphs logical may show apparent. and progression some Paragraphs transitions. of ideas, inconsisten exhibit a Ideas unity, cy in unity, progress and coherence, organizatio coherence, relate to and/or n and/or in and each other. cohesiveness their cohesiveness Paragraph . Some relationship . Topic and degree of s to each sentences transition organization other. and construction inappropriat is evident. e to purpose and scope. Organization is disjointed. 15.0 %Organizatio n, Effectivenes s, and Format 5.0 Surface %Mechanics errors are of Writing pervasive (includes enough that spelling, they impede punctuation, communicati grammar, on of language meaning. use) Inappropriat e word choice and/or sentence construction are used. concluding remarks are appropriate to purpose. Frequent Some Prose is and mechanical largely free repetitive errors or of mechanical typos are mechanical errors present, errors, distract the but are not although a reader. overly few may be Inconsistenci distracting present. The es in to the writer uses a language reader. variety of choice Correct and effective (register) varied sentence and/or word sentence structures choice are structure and figures present. and of speech. Sentence audiencestructure is appropriate correct but language not varied. are employed. 15.0 %Organizatio n, Effectivenes s, and Format 2.0 %Paper GCU GCU GCU Format (use template is template is template is of not used used, but used, and appropriate appropriately some formatting style for the or elements are is correct, GCU template is fully used; There are virtually no guide the reader. Paragraph structure is seamless. Writer is clearly in command of standard, written, academic English. All format elements are correct. major and documentati missing or although errors in assignment) on format is mistaken; some minor formatting rarely lack of errors may style. followed control with be present. correctly. formatting is apparent. 15.0 %Organizatio n, Effectivenes s, and Format 3.0 No reference Reference Reference Reference %Research page is page is page is page is Citations (in- included. No present. included present and text citations are Citations are and lists fully citations for used. inconsistentl sources inclusive of paraphrasing y used. used in the all cited and direct paper. sources. quotes, and Sources are Documentati reference appropriate on is page listing ly appropriate and documente and GCU formatting, d, although style is as some errors usually appropriate may be correct. to present. assignment) In-text citations and a reference page are complete. The documentati on of cited sources is free of er
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