Or Final Paper (40%)<?xml:namespace prefix=”o” ns=”urn:schemas-microsoft-com:office:office”?></o:p>
Students will write a 6-10 page research review of an issue relevant to young children and psychosocial development and of interest to the individual student. Students will use at least 10 resources in developing their paper. The paper shall include a synopsis of the research findings, supporting evidence from theorists studied throughout the course, findings in relation to the student’s previously held notions about child development and early education (the use of 1st person allowable in this section only), enrichment opportunities for children and/or families to support psychosocial development for the identified topic, </o:p>
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| Writing Rubric</o:p> |
0-Not Evident</o:p> |
1-Limited</o:p> |
2-Basic</o:p> |
3-Competent</o:p> |
4-Accomplished</o:p> |
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| Substantiation of Claims</o:p> | Use little or no evidence to support claims and interpretations</o:p> | Use incomplete or vaguely developed evidence to only partially support claims and interpretations</o:p> | Use evidence to support most of the claims and some interpretations</o:p> | Use relevant evidence from his/her work to support claims and interpretations</o:p> | Use specific and convincing evidence from his/her work to support claims and interpretations</o:p> | ||||||
| Language Use</o:p> | Use language that is unsuitable for the audience and purpose, with little or no awareness of sentence structure</o:p> | Use language that is vague or imprecise for the audience or purpose, with little sense of voice, and a limited awareness of how to vary sentence structure</o:p> | Use basic but appropriate language, with a basic sense of voice, some awareness of audience and purpose and some attempt to vary sentence structure</o:p> | Use language that is fluent and original, with evident a sense of voice, awareness of audience and purpose, and the ability to vary sentence structure</o:p> | Use stylistically sophisticated language that is precise and engaging, with notable sense of voice, awareness of audience and purpose, and varied sentence structure</o:p> | ||||||
| Conventions</o:p> | Demonstrate little or no control of the conventions, making comprehension almost impossible</o:p> | Demonstrate limited control of the conventions, exhibiting frequent errors that make comprehension difficult</o:p> | Demonstrate partial control of the conventions, exhibiting occasional errors that do not hinder comprehension</o:p> | Demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language</o:p> | Demonstrate control of the conventions with essentially no errors, even with sophisticated language</o:p> | ||||||
| Continuous Learning</o:p>
Linked to NAEYC Core Standard 5c. </o:p> </o:p> |
Work lacks an orientation toward inquiry and self-motivation; no involvement and/or skill in collaborative learning; no positive effects on practice/chil outcomes evident.</o:p> | Work lacks an orientation toward inquiry and self-motivation, showing limited involvement and skill in collaborative learning; few positive effects on practice or child outcomes are evident</o:p> | Work shows an orientation toward inquiry and self-motivation, showing beginning involvement and skill in collaborative learning; some positive effects on practice or child outcomes are evident.</o:p> | Work shows an orientation toward inquiry and self-motivation, combined with advancing involvement and skills in collaborative learning; positive effects on practice and child outcomes are evident.</o:p> | Work shows a strong orientation toward inquiry and self-motivation, combined with extensive involvement and skill in collaborative learning; notable, positive effects of this orientation on practice and children outcomes are evident.</o:p> | ||||||
Jermaine Byrant
Nicole Johnson
OVER
RATING
YEARS
