Distinguished - Thoroughly and comprehensively assesses the chosen term (including race or gender issues) and how this “group” is misrepresented, misunderstood, or ignored in U.S. early childhood programs. All aspects of this content objective are insightfully addressed.

Proficient - Sufficiently assesses the chosen term (including race or gender issues) and how this “group” is misrepresented, misunderstood, or ignored in U.S. early childhood programs. All aspects of this content objective are addressed.

Basic - Briefly assesses the chosen term (including race or gender issues) and how this “group” is misrepresented, misunderstood, or ignored in U.S. early childhood programs. One or more parts of this content objective may be underdeveloped.

Below Expectations - Attempts to assess the chosen term (including race or gender issues) and how this “group” is misrepresented, misunderstood, or ignored in U.S. early childhood programs. One or more parts of this content objective may be missing.

Non-Performance - The assessment of the chosen term (including race or gender issues) and how this “group” is misrepresented, misunderstood, or ignored in U.S. early childhood programs is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly and insightfully proposes culturally appropriate behavior for interacting with these children and their families. Ideas represent a deep understanding of the culture and history being addressed. 

Proficient - Adequately proposes culturally appropriate behavior for interacting with these children and their families. Ideas represent an understanding of the culture and history being addressed.

Basic - Proposes culturally appropriate behavior for interacting with these children and their families, at a basic level. Ideas may be lacking detail or based on generalizations which are not actually true for all members of culture being addressed.

Below Expectations - Attempts to propose culturally appropriate behavior for interacting with these children and their families. Ideas may be insufficiently developed and are too general to be useful.

Non-Performance - A proposition of culturally appropriate behavior with the children and their families is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoughtfully and creatively designs at least two engaging activities to educate other children about students from this background, and includes lessons drawn from Vivian Gussin Paley’s book. Ideas are unique and represent a deep level of understanding of the culture/history being addressed.

Proficient - Designs at least two activities to educate other children about students from this background, and includes lessons drawn from Vivian Gussin Paley’s book. Ideas represent an understanding of the culture/history being addressed.

Basic - Designs at least two activities to educate other children about students from this background, and includes lessons drawn from Vivian Gussin Paley’s book. Ideas represent a general idea of the culture/history being addressed.

Below Expectations - The design of one or two activities to educate other children about students from this background and inclusion of lessons drawn from Vivian Gussin Paley’s book. Ideas may lack detail or development, detailed or only one activity may be presented. They may be based on misperceptions of the culture/history being addressed.

Non-Performance - The design of at least two activities to educate other children about students from this background and include lessons drawn from Vivian Gussin Paley’s book is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Thoroughly and comprehensively identifies three or more ways to address this culture throughout the curriculum, including recommendations for at least three resources schools should utilize. All aspects of this content objective are insightfully addressed.

Proficient - Adequately identifies three or more ways to address this culture throughout the curriculum, including recommendations for at least three resources schools should utilize. All aspects of this content objective are addressed.

Basic - Briefly identifies three or more ways to address this culture throughout the curriculum, including recommendations for at least three resources schools should utilize. One or more parts of this content objective may be underdeveloped.

Below Expectations - Attempts to identify three or more ways to address this culture throughout the curriculum, including recommendations for at least three resources schools should utilize. One or more parts of this content objective may be missing.

Non-Performance - The identification of three or more ways to address this culture throughout the curriculum, including recommendations for at least three resources schools, is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand.

Proficient - Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand.

Basic - Demonstrates a basic understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident, but may not be integrated throughout the written work.

Below Expectations - Organization and presentation of content is extremely limited. The purpose of the writing is unclear.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing.

Proficient - Demonstrates mostly consistent use of reliable sources and/or evidence that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing.

Basic - Demonstrates somewhat inconsistent use of sources and/or evidence that are mostly reliable to the discipline and genre of the writing. Sources offer very little support to the ideas in the writing.

Below Expectations - Inconsistently utilizes sources and/or evidence in the writing. Such sources/evidence may also be unrelated, offering no support to the ideas in the writing.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Develops a logical, consistent plan to solve a problem, identifies consequences of the solution and can clearly communicate the reason for choosing the solution.

Proficient - Carefully chooses among alternatives, and develops a logical, consistent plan to problem solving.

Basic - Takes into account and eliminates less acceptable approaches to problem solving.

Below Expectations - Takes into account a single approach and uses the approach to problem solving.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Creates meaningful correlations among experiences outside of the  classroom to deepen an understanding of field of study and to broaden own viewpoints.

Proficient - Compares life experiences and academic knowledge to distinguish differences, and similarities, as well as acknowledge perspectives other than own.

Basic - Recognizes correlation between life experiences,  academic texts, and ideas perceived as similar and related to own interests.

Below Expectations - Briefly comments about connections between life experiences and academic texts.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors, and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors, which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors, which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title and reference page.

Proficient - Exhibits APA formatting throughout the paper; however, layout contains a few minor errors.

Basic - Exhibits basic knowledge of APA formatting throughout the paper.  Layout does not meet all APA requirements.

Below Expectations - Fails to exhibit basic knowledge of APA formatting.  There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - The paper meets the specific page requirement stipulated in the assignment description.

Proficient - The paper closely meets the page requirements stipulated in the assignment description.

Basic - The paper meets over half of the page requirement.

Below Expectations - A fraction of the page requirement is completed.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.

Distinguished - Provides ample resources and uses the correct amount of sources required from the specified search agents.

Proficient - Provides the approximate number of sources required, while using some of the correct search agents specified in the assignment instructions.

Basic - Provides over half of the  sources required in the assignment instructions.

Below Expectations - Provides inadequate number of resources and does not include sources from specified search agents.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.