EDC1100 – Written Assignment
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Marking Criteria and Feedback Sheet
Student Name: _Teianee-Kai Breznikar________________________________Marker Name: __________________________________________________
CRITERIA
HD – Outstanding
A – Advanced
B – Well developed
C – Satisfactory
F – Poor to Very Poor
1. Description of typical physical, cognitive, and psycho-social developmental milestones for identified developmental period.
Demonstrates a sophisticated understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are no gaps or misunderstandings.
Demonstrates a very good understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are a few minor gaps only.
Demonstrates a well-developed understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are some gaps and/or minor misunderstandings.
Demonstrates developing understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings.
Demonstrates limited to no understanding of the physical, cognitive, and psycho-social of the identified developmental period. There are many gaps and/or minor misunderstandings. Lacks satisfactory breadth and/or many fundamental misunderstandings. The work does not meet the standard for a pass.
No work submitted/ no response/ irrelevant response.
10-9
8
7
6-5
4-1
0
2. Analysis of the environmental interactions that shape physical, cognitive, and psycho-social development for the identified developmental period.
Presents a balanced and exhaustive analysis of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period.
Presents a mostly balanced and thorough analysis of most of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. There are a few minor gaps in the analysis.
Discusses many of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period.
There is some balance to the analysis, but further analysis of some environmental systems was required.
Discusses some of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period.
There are many gaps in the analysis.
The analysis lacks satisfactory breadth in terms of the environmental systems that shape physical, cognitive, and psycho-social development for the identified developmental period. The work does not meet the standard for a pass.
No work submitted/ no response/ irrelevant response.
10-9
8
7
6-5
4-1
3. Analysis of an atypical developmental condition, and its influence on the physical, cognitive and psycho-social development for the identified developmental period.
Presents an exhaustive analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a comprehensive set of recommendations to support an individual with the condition for the specified developmental period.
Provides a thorough analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides a practical set of recommendations to support an individual with the condition for the specified developmental period. There are a few minor gaps in the analysis and/or recommendations.
Provides a good analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides some recommendations to support an individual with the condition for the specified developmental period. There are several gaps and/or misunderstandings.
Provides some analysis of how the atypical condition affects physical, cognitive, and psycho-social development. Provides few recommendations to support an individual with the condition for the specified developmental period. There are many gaps and/or misunderstandings.
The analysis lacks satisfactory breadth in terms of how the atypical condition affects physical, cognitive, and psycho-social development. Recommendations to support an individual with the condition are limited or irrelevant.
No work submitted/ no response/ irrelevant response.
10-9
8
7
6-5
4-1
0
4. Use of credible and relevant literature (all sections)
Exhaustively supports all of the main points/arguments with relevant and credible
literature/evidence.
All main points/arguments are
supported with
relevant and credible
literature/evidence.
Supports most of the main points/arguments with relevant and
credible literature/evidence but lacking in some places.
Supports some of the main points/arguments with relevant and
credible literature/evidence but lacking in many places.
Provides little, if any, relevant or credible
support for points/ arguments. The work does not meet the standard for a pass.
No work submitted/ no response/ irrelevant response.
5
4
3
2.5
2-1
0
5. Literacy and written communication skills (all sections)
Superb writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. No errors in vocabulary, grammar, punctuation, word choice, spelling, or organization.
Very good writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. Very minor errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organization which do not affect comprehension and readability.
Good writing. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organization. Overall comprehension and readability is good.
Adequate writing. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone, and/or organization which obscure meaning some of the time.
Poor to very poor writing. The degree of errors in vocabulary, grammar, punctuation, word choice, academic tone, spelling, and/or organization is such that it is difficult to know what the writer is trying to express. The work does not meet the standard for a pass.
No work submitted/ no response/ irrelevant response.
10-9
8
7
6-5
4-1
0
6. Application of referencing & presentation style protocols (all sections)
Referencing (in text and reference list) and presentation conforms to APA style and is error free.
Referencing (in text and reference list) and presentation conforms to APA style but may be occasional minor formatting errors.
Referencing (in text and reference list) and presentation mostly conforms to APA style but may be some errors or inconsistencies.
Referencing (in text and reference list) and presentation is recognizable as APA sty
