EDUC 510 Evaluation Of Video Lesson

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Evaluation of Video Lesson Assignment Instructions

Overview

In order to be an effective educator, one must be able to evaluate strengths and weaknesses in observed lessons. Your teacher education program will include practicum experiences in classrooms where you will have a chance to observe and interact with students and teachers. While in-person observations are extremely beneficial, pre-service teachers can also learn a great deal from observations of pre-recorded lessons. This assignment will give you an opportunity to observe the video of a lesson and then evaluate the strengths and weaknesses of the lesson.

Instructions

For this assignment, you will view this video of a fifth grade math lesson, and then answer the four questions on the Evaluation of Video Lesson Template.

Each response must contain at least 200 words. Each answer must include at least one citation from the course textbook, one citation from the Bible, and one citation from a scholarly journal article published within the last five years. This assignment must follow current APA format and include a title page and reference page

Video:

https://learn.liberty.edu/webapps/osv-kaltura-BBLEARN/LtiMashupPlayIframeWrapperResponsive?playUrl=/browseandembed/index/media/entryid/1_tq724nv6/showDescription/false/showTitle/false/showTags/false/showDuration/false/showOwner/false/showUploadDate/false/playerSize/400×285/playerSkin/39959781/&course_id=_687710_1&content_id=_42255016_1

EDUC 510

Evaluation of Video Lesson Assignment Instructions

 

Overview

In order to be an effective educator, one must be able to evaluate strengths and weaknesses in observed lessons. Your teacher education program will include practicum experiences in classrooms where you will have a chance to observe and interact with students and teachers. While in-person observations are extremely beneficial, pre-service teachers can also learn a great deal from observations of pre-recorded lessons. This assignment will give you an opportunity to observe the video of a lesson and then evaluate the strengths and weaknesses of the lesson.

Instructions

For this assignment, you will view this video of a fifth grade math lesson, and then answer the four questions on the Evaluation of Video Lesson Template.

 

Each response must contain at least 200 words. Each answer must include at least one citation from the course textbook, one citation from the Bible, and one citation from a scholarly journal article published within the last five years. This assignment must follow current APA format and include a title page and reference page

Study Worksheet Caseload

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Details:
The IEP is an essential part of each student’s special   education program and plays a large part in the role of special   education teacher responsibilities. Special education teachers must   include all of the information needed to describe the student’s   strengths, needs, background information, etc. All of this information   is used to develop an effective program for the student.

By the age of 16, students with special education services must have   an additional transition plan that addresses current functioning based   on observations, student surveys, and other age appropriate transition   services. Goals must be developed for further education and training   as well as employment after high school. Aligned transition activities   for each goal must be realistically developed to assist students in   achieving their goals. Teams must also consider the need for goals   associated with independent living. These goals could address   community access and participation, adult living and post-school   options, as well as daily living skills to support independence in   adult settings.

Review the “Alicia Case Study” to inform the assignment   that follows.

Use the “Case Study: PLAAFP and Annual Goals Template”   to complete this assignment.

Part 1: Present Level of Academic Achievement and Functional     Performance (PLAAFP)

Complete the following in 250-300 words for the case study student.

  • Section 1: Academic Student Strengths/Interests
  • Section 2: Evaluations
  • Section 3: Performance in   Classes
  • Section 4: Other Relevant Issues

Part 2: Post-Secondary Transition

Consider emotional, social, and academic concerns to be successful post-secondary.

  • Preferential Learning Environment
  • Strengths/Interests     Relating to Transition
  • Areas in Need of Improvement for   Transition

Based on age appropriate transition assessments, include measurable   transition IEP goals and transition activities/services appropriate   for the student’s post-secondary preferences, strengths, and needs.

  • Education/Training
  • Employment
  • Independent   Living

Part 3: Rationale and Reflection

Provide a 500-750 word summary addressing the following:

  • Rationalize your PLAAFP, annual goals, and transition plan     choices, citing the CEC Code of Ethics.
  • Discuss and defend     the legal, ethical, and quality requirements related to the     management of confidential student information, such as the     information displayed within a PLAAFP or transition plan.
  • Reflect on how you will use the foundational knowledge and     current issue you have researched during the development of this     assignment to improve student learning in your future professional   practice.

Support your rational with 1-2 scholarly resources, in addition to   the CEC Code of Ethics.

College of Education (COE) program competencies and national     standards assessed in the benchmark assignment:

COE 3.8: 

Consider individual abilities, interests, learning environments,     and cultural and linguistic factors in the selection, development,     and adaptation of learning experiences for individual with     disabilities.  [CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1,     IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s),     9(h); GCU Mission Critical 2, 3, 4, 5]

COE 3.10: 

Develop and implement a variety of education and transition plans     for individuals with disabilities across a wide range of settings     and different learning experiences in collaboration with     individuals, families, and teams.  [CEC 5.5, ICSI.5.S8,     ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3,     IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC     7(b), 7(e); GCU Mission Critical 1, 2, 4, 5]

COE 5.1:

Reflect on practice in light of research on teaching, professional     ethics, and resources available for professional learning in order     to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2,     ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5,     ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2;  InTASC 9(l), 9(o);     GCU Mission Critical 2, 3, 4]

COE 5.4: 

Integrate foundational knowledge and current issues to inform     professional practice.  [CEC 6.2, ICSI.6.S1, ICSI.6.S2,     ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); GCU Mission     Critical 1, 2, 4]

COE 5.8: 

Demonstrate legal, ethical, and quality requirements related to     the management of confidential student information.  [CEC     6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6;     InTASC 5(k); GCU Mission Critical 1, 2, 4, 5]

Alicia Case Study

Name: Alicia

Grade: 10th

Age: 16

 

Alicia is a tenth grade student with a diagnosis of Attention Deficit Disorder (ADD) and Dyscalculia who is currently receiving resource support for math and written expression. She attends all other subjects within the general education classroom. The ADD was diagnosed in second grade when her mother noticed that Alicia couldn’t concentrate on any task. Her ADD contributes to her inability to focus for long periods of time as well as her ability to organize her thoughts, assignments, and materials. Alicia was diagnosed with Dyscalculia in the third grade when her teacher and mother noticed how she struggled with retaining basic math facts and comprehending word problems.

Special Education Teacher Observations:

Her special education teacher, Ms. Kauffmann, reports that Alicia has average reading decoding skills and average to above average reading comprehension skills. Sometimes, Alicia will stop an activity she is required to complete and pick up a book to read. She then has to be redirected by the teacher to get back on task. She does particularly well analyzing multiple choice and short answer questions related to reading content. Alicia does have difficulty summarizing what she has read using her own thoughts and ideas.

Alicia does write complete sentences, but struggles in organizing her ideas for writing and needs extensive support for pre-writing, development of topic sentences, and organization of essays. In writing short answer questions, she does so with few grammatical errors. When writing paragraphs and short essays, Alicia needs help editing her own work and making corrections. Punctuation errors are frequently evident. She has excellent spelling skills, but struggles with subject-verb agreement, correct use of point of view appropriate to the task, and in the development of thesis statements and topic sentences.

Regarding her math skills, Alicia struggles specifically with computation and reasoning/problem solving. In class, Alicia shows difficulty in writing number sentences to solve a story problem, and in determining the operations to use. She relies on a calculator for all math computation and benefits from extensive one-on-one support in math problem solving. She also struggles with converting fractions to decimal notation and applying math concepts to real-world situations. When math problems can be related to music or dance, Alicia’s motivation increases to work on the problem.

Teachers report that Alicia relies on staff to cue her to take her ADD medicine at the health office after lunch. Her parents and teachers have expressed concern that she is not independent in this area. It is an appropriate expectation for 16-year-olds to go to the health office without reminders. Alicia’s parents would also like her to be more independent in remembering her medication at home.

 

Evaluation:

The most recent psycho-educational evaluation report for Alicia is in her Woodcock-Johnson III Tests of Achievement scores. The Woodcock Johnson IV Tests of Achievement is a norm-referenced assessment that evaluates academic skills in the areas of reading, math, and written expression. The standard score is 100, with a standard deviation of 15.

 

Alicia’s most recent scores:

Cluster Student’s Age Equivalent

(Year + Month)

 Student’s Test Percentile Student’s Standard Test Score

(on a 100 point scale)
Broad Reading 15 years, 8 months 22 88
Broad Math 9 years, 3 months 1 20
Broad Written Language 14 years, 3 months 7 78

 

Parent (s)/Guardian(s) Observations:

Over the last two months, Alicia’s mother has reported that she is reluctant to get up and get ready for school. She has missed 12 days so far this semester, and frequently complains of a stomachache and headache. Her mother has taken her to the doctor and there are no significant medical issues. Her mother also reports that the struggle to get her out of bed and to school is too great at times and will sometimes just call her in absent. She gets up fine on the weekends.

Alicia’s mother is also concerned because Alicia is not exhibiting any independence and is worried about her transition after high school. Her mother knows that Alicia has some goals for herself, but lacks the motivation to do daily tasks such as waking to an alarm clock, initiating independent work such as homework or chores, taking her medicine without prompting, and organizing her materials, assignments, and her bedroom.

Alicia would like to study dance after high school. She has always benefited from kinesthetic movement and feels it helps her release some anxiety about school and she also states that she feels in control when she dances. Her mother would like her to get a part time job that would assist her in learning independence and responsibility. Alicia’s mother would like Alicia to learn some responsibility and life skills like budgeting by having her pay small portions of bills at home such as her phone bill. Ideally, her mother is trying to create opportunities for her daughter so that she may eventually live independently as an adult.

In school, Alicia has been quiet and withdrawn, not wanting to participate in classroom or campus activities. She is reluctant to answer questions in class and will put her head down on the desk when called upon. Her mother and Ms. Kauffmann speculate possible school anxiety. When asked about this behavior, Alicia mentions that she feels overwhelmed by the class size and likes small group activities.

 

© 2019. Grand Canyon University. All Rights Reserved

Essay Jazz

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Global Music and Jazz

This assignment is a research and writing assignment that asks you to find a Jazz artist who is combining an International music style with Jazz music to create/explore a new Jazz sound in a specific project (recording or concert) IT IS IMPORTANT YOUR READ AND UNDERSTAND THIS ASSIGNMENT – YOU ARE SEARCHING FOR A JAZZ ARTIST THAT IS CREATING JAZZ MUSIC WITH AN INTERNATIONAL MUSIC INFLUENCE.  The artist can be American OR from another country, but must be creating JAZZ music, not using international music influences to create other styles of music (which is interesting, BUT not in the scope of this class.)  The international music needs to be indigenous music from a specific country or region/culture – Irish folk music, or Calypso music from Trindad/Tobago, or music from the Basque region of Spain, etc..   It can not be a music that is already a mixture of styles (Afrobeat for instance), or a music from an International urban area that has lots of different ethnic groups (like London.)  So, for instance, an artist creating dance club music using Indian musical influences (from India) is NOT someone you can use for this paper.  

As you have discovered in your text readings and other assignments in this course, Jazz music developed in America from the combining of different musical influences, which came about as a result of the numerous International cultures that played a part in the development of the country.  As the music grew, Jazz continued to incorporate musical elements from other styles of music, including world music influences.  Examples include Dizzy Gillespie, who collaborated with Cuban congero Chano Pozo to explore new sounds in Jazz.  In the 1960’s the Brazilian music style of Bossa Nova influenced artists like Stan Getz, and became a popular new sound in Jazz. The combining of International music styles and Jazz in this way is continuing today, creating interesting new Jazz sounds. Many international musical influences can be heard in modern Jazz music.

Assignment:

Research and find an artist or group that is combining an international music with jazz to create a new Jazz sound for a specific project (usually a recording, but could be a concert)  Limit your research to music  created in the 21st Century (since the year 2000.) Pick a culture or country whose music you would be interested in learning about and see if you can find an artist or group who is combining that music with Jazz music to create a new Jazz sound. BE SURE YOU FIND A JAZZ ARTIST OR GROUP THAT IS COMBINING AN INTERNATIONAL MUSIC AND JAZZ, TO CREATE A NEW JAZZ SOUND. There are a number of examples of non-jazz artists using international music in their folk music, rock music, hip hop etc.., so be sure your choice of artist/group is a JAZZ artist. The artist can be an American that is using International music as an influence or it can be an artist who is from another country that is an accomplished Jazz artist who is exploring combining music from his/her culture with Jazz.  Be SURE the artist is a Jazz artist and the specific music project you write about is a combination of Jazz and an International music style.

This assignment is requires you to do collegiate level research to find an appropriate artist who has a specific project/composition(s) that combines Jazz and an International music.

Example:  an online search for “Traditional Japanese music and Jazz” produced a large number of entries, and some were useful in suggesting some artists that are combining the 2 styles of music to create a new Jazz based music.

When conducting online searches, use quotation marks around the important key words in the search…”Japanese Folk Music” and “Jazz” for instance.

The USF Library has created a Course Guide for this class with useful information on how to conduct online searches and what materials are available in the USF Library that could be useful to this assignment.

http://guides.lib.usf.edu/SurveyJazz (Links to an external site.)

Once you find an artist you are interested in, listen to the musical examples and read about the artist and their concepts for combining Jazz and the International music they specialize in.

Requirements:

  1. Write a 1000-1500 word paper ( this is the body of the paper, not including the discography and references, etc..) which describes the artist/group and their music.  (NOTE: word count is the least important part of the grading of this paper. Any paper that covers all of the requirements will be at least 1000 words, this is just a suggestion so that you don’t feel like you have to write a LONG paper.  The content, quality of writing, inclusion of required information and following the writing style guidelines are the most important part of this paper). The paper should be well written, following general rules and formatting for a Research Paper (see suggested format below). Citations should be in MLA or APA format. You can get help and information about writing a Research Paper from the USF Writing Center.
  2. Use your research to write a description of the artist/groups concepts and ideas for combining the international music with Jazz. It is important that find descriptions of the concepts and ideas from the artist and/or reputable experts reviewing the project/composition. You need to do significant research to be able to write about the ways the artist or group is combining the international music elements with Jazz elements to create the new music.  Be sure you write about a specific composition or musical project (can be a whole album.)
  3. Include your own description of what you hear in the music. Describe the ways the music moves you.
  4. Include a general description of the artist/groups, what they are known for and other relevant projects/recordings they have produced. Include a selected discography as part of your reference citations. A discography is a list of important recordings by the artist or group.  (You can find examples of discographies online.) You need to include the artist/group name, title of the recording, record label (company), year it was released, and important personnel on the recording.
  5. Include information about the recordings you write about:
    1. Date released
    2. Record label
    3. Musicians on the recording
    4. How readers can find this music (purchase, listen, etc)

You will be graded on:

  1. The inclusion of all of the issues listed above in your paper.
  2. Evidence of research into the artist and music. References to your other research should be included.
  3. Your description of the music.
    1. How the combination of the particular Global music and Jazz presented by the artist/group works – what elements of each style of music are heard?
    2. How the music impacts you as a listener – what moves you:
      1. pick some specific moments in the performance that you can identify, describe and comment on the way the music moves you.
    3. How well written and readable the paper is.
      1. This is an IMPORTANT part of the Draft-Final paper process, to create a Final Paper that is well written and interesting to the reader.

Note: Reference materials  (discography and citation lists) are not part of the word count

Basic format:

Opening Paragraph (Thesis)

– describes the content of the paper and the points to be made.

Inside Paragraphs

– discuss each topic presented in the Opening Paragraph (Thesis)

Conclusion

Discography

– a selective listing of the Artist/Group’s important recordings that relate to the paper.  Look up “discography” so you know what it is!

Research References

– citations need to be in MLA or APA format

Use of copied materials:

This assignment uses the Turnitin tool, which assesses the materials in the paper and issues a Similarity Report of any materials that are copied from existing sources.  You need to be sure that any copied materials are properly cited, in quotations, etc..  You have 3 submissions for the Draft and Final paper to assure that you have viewed the Similarity Report and rewritten your paper to make sure there are no copied materials that are not properly cited in your final submissions. The university takes plagiarism very seriously (see syllabus), so be SURE your paper does not include copied materials that are not cited or quoted in your writing.

Note:  Including LARGE amounts of quoted materials in the body of your paper (to build up word count) will not be viewed favorably in the grading of the paper.  This writing assignment is designed for you to write about music, using your own words and descriptions.  You need to include cited information about the artist/group and recordings, but the body of the paper that includes your descriptions of the music and concepts should be your own words, organized for this paper, not copied descriptions from research sources. That being said, important quotes from the artist/group or reviews that help make your points are encouraged.  How and where you place these quotes in your paper can be very effective in the creation of an interesting and well written paper.

CLC – Development PowerPoint Presentation

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#3.is what I,m doing.

CLC – Development PowerPoint Presentation

  • My Group
  • Group Forum

This is a Collaborative Learning Community (CLC) assignment.

Your group will be assigned a developmental period – prenatal development, infancy and childhood, adolescences and emerging adulthood, early, middle, and late adulthood. Your group will then create a 10-12-slide, including title and reference slides, PowerPoint presentation.

Your group will research the developmental period including:

  1. A description of physical, cognitive, and socioemotional development in this period in life.
  2. Explain factors that are impactful during the assigned developmental period. For example, Attachment in infancy, Parenting Styles in Childhood, Bullying in Adolescence, View on Marriage in Early Adulthood, Views of the Elderly in Late Adulthood.
  3. Describe relevant theories that relate to development and the particular developmental period your group has been assigned.

Use three to five scholarly resources to support your explanations. Apply relevant topics as discussed in the textbook and other resources you have located and read.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include 50-75 words per slide.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, including an APA formatted reference slide, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Rubic_Print_Format

Course Code Class Code Assignment Title Total Points
PSY-102 PSY-102-O501 CLC – Development PowerPoint Presentation 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (65.00%) Satisfactory (75.00%) Good (85.00%) Excellent (100.00%) Comments Points Earned
Content 100.0%
Description of physical development during specific period in life. 10.0% The presentation does not include a description of physical development during specific period in life. Presentation does not demonstrate understanding of the topic. The presentation vaguely includes a description of physical development during specific period in life.Presentation demonstrates poor understanding of the topic. The presentation fully includes a description of physical development during specific period in life. Presentation demonstrates a basic understanding of the topic. The presentation provides an advanced description of physical development during specific period in life.Presentation demonstrates understanding that extends beyond the surface the topic. The presentation provides a comprehensive description of physical development during specific period in life. Presentation demonstrates an exceptional understanding of the topic.
Description of cognitive development during specific period in life. 10.0% The presentation does not include a description of cognitive development during specific period in life. Presentation does not demonstrate understanding of the topic. The presentation vaguely includes a description of cognitive development during specific period in life.Presentation demonstrates poor understanding of the topic. The presentation fully includes a description of cognitive development during specific period in life. Presentation demonstrates a basic understanding of the topic. The presentation provides an advanced description of cognitive development during specific period in life.Presentation demonstrates understanding that extends beyond the surface the topic. The presentation provides a comprehensive description of cognitive development during specific period in life. Presentation demonstrates an exceptional understanding of the topic.
Description of socioemotional development during specific period in life. 10.0% The presentation does not include a description of socioemotional development during specific period in life. Presentation does not demonstrate understanding of the topic. The presentation vaguely includes a description of socioemotional development during specific period in life.Presentation demonstrates poor understanding of the topic. The presentation fully includes a description of socioemotional development during specific period in life. Presentation demonstrates a basic understanding of the topic. The presentation provides an advanced description of socioemotional development during specific period in life.Presentation demonstrates understanding that extends beyond the surface the topic. The presentation provides a comprehensive description of socioemotional development during specific period in life. Presentation demonstrates an exceptional understanding of the topic.
Explain the factors that are impactful during the assigned developmental period. 15.0% The presentation does not include an explanation of the factors that are impactful during the assigned developmental period.Presentation does not demonstrate understanding of the topic. The presentation does vaguely include an explanation of the factors that are impactful during the assigned developmental period.Presentation demonstrates poor understanding of the topic. The presentation fully includes an explanation of the factors that are impactful during the assigned developmental period.Presentation demonstrates a basic understanding of the topic. The presentation provides an advanced explanation of the factors that are impactful during the assigned developmental period.Presentation demonstrates understanding that extends beyond the surface the topic. The presentation provides a comprehensive explanation of the factors that are impactful during the assigned developmental period.Presentation demonstrates an exceptional understanding of the topic.
Describe relevant theory related to developmental period assigned. 15.0% The presentation does not include a description of relevant theories related to developmental period assigned.Presentation does not demonstrate understanding of the topic. The presentation does vaguely include a description of relevant theories related to developmental period assigned.Presentation demonstrates poor understanding of the topic. The presentation fully includes a description of relevant theories related to developmental period assigned.Presentation demonstrates a basic understanding of the topic. The presentation provides an advanced description of relevant theories related to developmental period assigned.Presentation demonstrates understanding that extends beyond the surface the topic. The presentation provides a comprehensive description of relevant theories related to developmental period assigned.Presentation demonstrates an exceptional understanding of the topic.
Presentation of Content 20.0% The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.
Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the target audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written academic English.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%