Assessment 3 Rubric
Task description: Develop two sequences of learning activities around picture books appropriate for 2-3 year olds and 4-5 year olds. Base each sequence on a quality text, analysis of the texts’ affordances for early years literacy and understanding of childhood development in the early
years. Specific strategies for supporting learning should be provided, as should additional supports and modifications for diverse learners.
Criteria:
For each sequence:
Word count: 2500
Suggested word count allocation:
NOTE: SCEI-HE requires its students to observe the highest ethical standards in every aspect of their academic work. SCEI-HE actively
demonstrates its commitment to academic integrity by recognising scholarly work and penalising all forms of academic dishonesty. Please refer to the Institute’s HEPP01 Academic Integrity Policy and Procedure for further information or speak to your lecturer, Academic Support
Coordinator or Librarian.
Formatting: 12-point serif font (eg. Times New Roman). 1.5 or double line spacing.
Referencing: APA7 (please refer to this guide for referencing guidelines)
Due Date: Week 12
Grading Scale:
Grade Criteria | High Distinction | Distinction | Credit | Pass | Does not meet minimum standard |
C1. Picture book is clearly identified and described in brief. (1.5 marks per book) | C1.1 Picture book is clearly identified and described in brief. | C1.2 Picture bookis identified and described, but key details aremissing. | C1.3 Picture book is not clearly identified or described in brief. | ||
C2. Picture book choice is justified in | C2.1 Picture book choice is justified | C2.2 Picture book choice is explained | C2.3 Picture book choice is explained | C2.4 Picture book choice is noted in | C2.5 Picture book choice is not justified |
terms of text quality, drawing on relevant academic readings.
(2.5 marks per book) | drawing on a range of relevant academic reading. | drawing on relevant academic reading. | drawing on minimal relevant academic reading. | brief drawing on minimal academic reading. | in terms of text quality, academic readings are not drawn upon. |
C3. Picture book is analysed in terms of affordances for literacy learning for target age group, drawing on relevant academic readings.
(4 marks per book) | C3.1 Affordances for literacy learning for target age group are analysed, drawing on a range of relevant academic reading. | C3.2 Affordances for literacy learning for target age group are explained, drawing on relevant academic reading. | C3.3 Affordances for literacy learning for target age group are described, drawing on minimal relevant academic reading. | C3.4 Affordances for literacy learning for target age group are noted, drawing on minimal academic reading. | C3.5 Picture book is not analysed in terms of affordances for literacy learning for target age group, academic readings are not drawnupon. |
C.4 Sequence of activities has a clear learning goal that connects directly to affordance noted in analysis. (1.5 marks per sequence) | C4.1 Sequence of activities has a clear learning goal that connects directly to affordance noted in analysis. | C4.2 Sequence of activities has a learninggoal that broadly relates to affordance noted in analysis. | C4.3 Sequence of activities does not have a clear learning goal that connects directlyto affordance noted in analysis. | ||
C5. Sequence of activities contains 2 – 4 activities that are age / developmentally appropriate and clearly worktowards the stated learning | C5.1 Sequence of activities contains 2 – 4 activities that are explained in detail and are age / developmentally appropriate. Activities are well | C5.2 Sequence of activities contains 2 – 4 activities that are clearly explained and are age / developmentally appropriate. Activities work | C5.3 Sequence of activities contains 2 – 4 activities that are clearly described and are age / developmentally appropriate. Activities work | C5.4 Sequence of activities contains 2 – 4 activities arebriefly outlined and are age / developmentally appropriate. Activities only partly work towards the | C5.5 Sequence of activities does not contain 2 – 4 activities that are age / developmentally appropriate; activities do not work towards the stated learning |
objective(s), drawing on relevant academic readings.
(6 marks per sequence) | targeted to work towards the stated learning objective(s), drawing on a range of relevant academic readings. | towards the stated learning objective(s), drawing on relevant academic readings. | towards the stated learning objective(s), minimally drawing on relevant academic readings. | stated learning objective(s), minimally drawing on academic readings. | objective(s); academic readings are not drawn upon. |
C6. Activities are planned with consideration of diverse learners, drawing on relevant academic readings. (2.5 marks per sequence) | C6.1 Activities are planned with critical consideration of diverse learners, drawing on a range of relevant academic readings. | C6.2 Activities are planned with thoughtful consideration of diverse learners, drawing on relevant academic readings. | C6.3 Activities are planned with consideration of diverse learners, minimally drawing on relevant academic readings. | C6.4 Activities are planned with superficial consideration of diverse learners, minimally drawing on academic readings. | C6.5 Activities are not planned with consideration of diverse learners; academic readings are not drawnupon. |
C7. Assignment is formattedaccording to requirements and written clearly and cohesively. APA 7 referencing is used. Word limitis adhered to. (4 marks) | C7.1 Theassignment is clear and free of typographical and structural features that hinder understanding. There is no confusion between author voice and that of sources. The assignment is formatted according to stated requirements. Accurate mechanics | C7.2 Theassignment is clear with minor typographical and structuralfeatures that may hinder understanding. There is minimal confusion between authorvoice and that of sources. The assignment is mostly formatted according to stated requirements. Accurate mechanics | C7.3 Theassignment is clear with typographical and structural features that may hinder understanding. There is minor confusion between author voice and that of sources. The assignment is partly formatted according to stated requirements. Mechanics of in-text | C7.4 The assignment has typographical and structural features that significantly hinder understanding. There is confusion between author voice and that of sources. The assignment is minimally formatted according to stated requirements. Mechanics of in-text and end-of-text APA | C7.5 The assignment has typographical and structural features that prohibit understanding. There is confusion between author voice and that of sources, or author’s voiceis absent. The assignment is not formatted according to stated requirements. |
of in-text and end-of- text APA (7th Ed.) referencing style were used.
Word limit met. | of in-text and end-of- text APA (7th Ed.) referencing style were used withminor inconsistencies (no more than 2 errors). Word limit met. | and end-of-text APA (7th Ed.) referencing style were used with inconsistencies (no more than 4 errors).
Word limit met. | (7th Ed.) referencing contain several errors.
Word limit met. | Mechanicsof in-text and end-of-text APA (7th Ed.) referencing style were not used appropriately.
Word limit not met. |
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