Education 300 - Foundations of Early Childhood Education
Spring, 2019
Rubric for the assessment of final project due May 2nd
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Strong
5
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Proficient
3
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Beginning
1
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Thought and Effort
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Considerable care and effort has been put into the selection of a topic and the development of the project. Project evinces your personal engagement in the work. |
Topic is appropriate and the development of the project is adequate. Project shows a basic level of your personal involvement. |
Topic and project appear perfunctory and designed simply to complete the course requirement. Little level of personal engagement. |
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Project Creativity
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The level of creativity you put into designing and carrying out your project indicates deep engagement with the topic and your work. |
You exhibit an adequate level of creative engagement with the project. |
Project manifests little creativity and conveys a sense of minimalist focus on completion. |
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Level of Critical Analysis
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The project allows you to select some aspect of early childhood education and to explore it deeply, employing a powerful level of critical analysis. |
The project explores some aspect of early childhood education providing an adequate level of critical analysis. |
Project is generally unfocused and does not allow you to engage in a thoughtful or critical analysis of any particular aspect of early childhood education. |
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Quality of Final Presentation
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Final presentation is thoughtful, well designed, and helps the class understand the nature of your work in this course over the past semester. |
Presentation is appropriate, adequately designed, and provides and overview of your project. |
Final presentation appears thrown together, does not engage your peers and does not adequately convey your work on this project. |
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Writing and Organization
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Final submission is well composed and written, with no grammatical or spelling errors.
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Final submission is well composed and written, with few grammatical or spelling errors.
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Final submission is not well composed or written, and contains many errors.
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