Teacher essay: Adolescent Cognitive and Social Development
bubblegumRubric_Week5essay.xlsx
Rubic_Print_Format
Course Code | Class Code | Assignment Title | Total Points | |||||
SEC-505 | SEC-505-O500 | Benchmark - Adolescent Cognitive and Social Development | 300.0 | |||||
Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
Category | 100.0% | |||||||
Cognitive and social development [COE 1.2; InTASC 2a] | 25.0% | No submission | Summary has little or nothing to do with ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | Summary inadequately addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | Summary clearly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | Summary skillfully and convincingly addresses ways cognitive and social development affect learning, and how individuality, identity development and personal behavior impact learning differences and development. | ||
Learning advancement and appropriate instruction. [COE 1.1; InTASC 1b] | 20.0% | No submission | Summary has little or nothing to do with addressing diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | Summary inadequately addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | Summary clearly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | Summary skillfully and convincingly addresses diverse strengths, interests, and needs of an adolescent while accounting for appropriate instructions that advances learning. | ||
Integration of all students. | 15.0% | No submission | Summary has little or nothing to do with options available to integrate students of the norm and special education. | Summary vaguely addresses professional options available to integrate students of the norm and special education. | Summary clearly addresses professional options available to integrate students of the norm and special education. | Summary thoroughly addresses professional options available to integrate students of the norm and special education. | ||
Support, learning, and well-being. [COE 4.3; InTASC 10e] | 15.0% | No submission | Summary has little or nothing to do with school, community, and family support being critical to enhance student learning and well-being. | Summary inadequately addresses why school, community, and family support is critical to enhance student learning and well-being. | Summary clearly addresses why school, community, and family support is critical to enhance student learning and well-being. | Summary skillfully and convincingly addresses why school, community, and family support is critical to enhance student learning and well-being. | ||
Student success and technology. [ISTE-T 3a, 3b] | 15.0% | No submission | Summary has little or nothing to do with how technology can reinforce an appropriate learning experience. | Summary inadequately addresses how technology can reinforce an appropriate learning experience. | Summary clearly addresses how technology can reinforce an appropriate learning experience. | Summary skillfully and convincingly addresses how technology can reinforce an appropriate learning experience. | ||
Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | No submission | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Submission contains frequent mechanical and conventional errors or non-relevant language that affects meaning and clarity. | Submission is largely free of mechanical errors, although a few are present. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. | Submission is nearly/ completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and topic-related language. | ||
Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | No submission | Reference page is present. Citations are inconsistently used. | 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 citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. | ||
Total Weightage | 100% |