ECH 395 Rubric for the Environment Design
Criteria
Meets Expectation
Proficient
Partially
Proficient
Photo of the
Team with
Titles and
Name of
Design
50 Points
A clear photograph
is attached along
with the name of
the design.
0 Points
n/a
0 Points
n/a
30 Points
No photo is
attached.
Mission
Statement
50 Points
Mission statement
clearly describes the
beliefs and
foundations of the
environmental
design.
40 Points
Mission statement
adequately
describes the
beliefs and
foundations of the
environmental
design.
35 Points
Mission statement
minimally
describes the
beliefs and
foundations of the
environmental
design.
30 Points
Mission
statement is
unclear or
missing.
Foundational
Approach
and Theory
50 Points
The design
information is
specific, relevant
and explanations
are given that show
a firm
understanding of
the course including
comprehensive
understanding of a
specific early
childhood
developmental
theory/approach.
40 Points
The design
information is
adequate and
explanations are
given that show an
adequate
understanding of
the course
including an
adequate
understanding of a
specific early
childhood
developmental
theory/approach.
35 Points
The design
information is
minimal and
explanations are
given that show a
minimal
understanding of
the course
including minimal
understanding of a
specific early
childhood
developmental
theory/approach.
30 Points
Information is
not relevant
and/or is not
explained.
ECERs
50 Points
Student creates an
original, accurate
and interesting
product design that
clearly addresses
developmentally
appropriate
practices including
a comprehensive
40 Points
Student creates a
product design that
adequately
addresses
developmentally
appropriate
practices including
an adequate
knowledge of the
35 Points
Student creates a
product design that
minimally
addresses
developmentally
appropriate
practices including
minimal
knowledge of the
30 Points
Product shows
little original
thought. Work
shows virtually
no new ideas
and insights.
ECH 395 Dr. Kathryn A. Short
Incomplete
Meets Expectation
Proficient
Partially
Proficient
knowledge of the
ECERS rating
system. Product
shows original
thought.
ECERS system.
Product shows
some original
thought.
ECERS rating
system. Product
shows minimal
original thought.
Alignment
with the
University's
Core Four
and the 4
ECS SLOs
50 Points
Through the
environment design,
the student shows a
firm understanding
of the course
including
comprehensive
alignment with the
Core Four and the 4
ECS-SLOs.
40 Points
Through the
environment
design, the student
shows an adequate
understanding of
the course
including adequate
alignment with the
Core Four and the 4
ECS-SLOs.
35 Points
Through the
environment
design, the student
shows a minimal
understanding of
the course
including minimal
alignment with the
Core Four and the
4 ECS-SLOs.
30 Points
Student
illustrates little
or no alignment
with the Core
Four and the 4
ECS-SLOs.
Design
Information
Conventions
50 Points
Design information
has no grammatical,
spelling and/or
punctuation errors.
40 Points
Design information
has 1-2 errors in
grammar, spelling,
or punctuation.
35 Points
Design information
has 3-4 errors in
grammar, spelling,
or punctuation.
30 Points
Design
information has
more than 4
errors in
grammar,
spelling, or
punctuation.
Product
Design
50 Points
The product clearly
meets university
standards, ,i.e., use
of computergenerated graphics
and keyboarding.
40 Points
The product
adequately meets
university
standards, i.e., use
of computergenerated graphics
and keyboarding.
39 Points
The product
minimally meets
university
standards, i.e., use
of computergenerated graphics
and keyboarding.
30 Points
The product is
not meet
university
standards, i.e.,
use of
computergenerated
graphics and
keyboarding.
Oral
Presentation
50 Points
Student is
completely
prepared. A clear,
strong, animated
voice was used. It
was apparent that
the student had
rehearsed and was
40 Points
Student is
adequately
prepared. Student
voice could have
been louder and
more animated.
Some rehearsal was
apparent, but notes
35 Points
Student is
minimally
prepared. Student
voice was weak
and very timid.
Not much evidence
of previous
rehearsal. Student
30 Points
Student has not
completed the
assignment and
is not prepared.
No evidence of
rehearsal was
shown. Student
didn't make use
Criteria
ECH 395 Dr. Kathryn A. Short
Incomplete
Criteria
Partially
Proficient
Meets Expectation
Proficient
very well prepared.
The presentation
was very organized.
The student spoke
with authority. All
"artifacts" if needed
for presentation
were ready and
visible.
were necessary.
The presentation
was a bit
unorganized and
didn't flow clearly.
"Artifacts" were not
clearly marked and
utilized.
read entirely from
notes. The
presentation was a
bit unorganized.
No "artifacts" were
used.
of speaking
notes or any
"artifacts" to
help with
presentation.
There was no
sign of
organization.
Narrative
Paper
Conventions
50 Points
No grammatical,
spelling and/or
punctuation errors.
Evidence of
effective and
thorough
proofreading &
editing skills
displayed.
40 Points
1-2 errors in
grammar, spelling,
or punctuation.
Evidence of
adequate
proofreading and
editing skills
displayed.
35 Points
3-4 errors in
grammar, spelling,
or punctuation.
Inadequate
proofreading and
editing skills
displayed
30 Points
More than 4
errors in
spelling,
grammar, or
punctuation.
Little or no
evidence of
proofreading
and editing.
Group
Evaluation
50 Points
According to the
group evaluation,
student fully
participated in the
design creation.
40 Points
According to the
group evaluation,
student adequately
participated in the
design creation.
35 Points
According to the
group evaluation,
student minimally
participated in the
design creation.
30 Points
According to
the group
evaluation,
student did not
participate in
the design
creation.
ECH 395 Dr. Kathryn A. Short
Incomplete