Criteria0 - Not Present1 - Needs Improvement2 - Meets Expect.docx

Criteria
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
Learning Objective 1.1: Describe the indoor environment of a
DAP classroom design that supports the physical development
of all children.
Description of the indoor environment is missing.
Response vaguely describes three indoor spaces that support the
physical development of all children and/or fewer than three
indoor spaces are described.
Response does not include an artifact (e.g., drawing, photos,
videos, etc.) that exemplifies the design or the artifact does not
accurately reflect the description.
Response does not include the source for the artifact.
Response clearly describes three indoor spaces that support the
physical development of all children.
Response includes one or more artifacts (e.g., drawing, photo,
video, etc.) that exemplify the design and accurately represent
the description.
Response includes the source(s) for the artifact(s).
Response demonstrates the same level of achievement as “2,”
plus the following:
Response includes a description of an indoor environment seen
in an authentic preschool setting or read about in the
professional literature that exemplifies DAP practices.
Response includes reference to an academic/professional
resource to support the description.
Criterion Feedback
I like the artifact however there needs to be an in text citation/
reference to an academic/professional resource to support the
description
Learning Objective 1.2: Describe the outdoor environment of a

DAP classroom that supports the physical development of all
children.
Description of the outdoor environment is missing.
Response vaguely describes three outdoor spaces that support
the physical development of all children and/or fewer than three
indoor spaces are described. Response does not include an
artifact (e.g., drawing, photos, videos, etc.) that exemplifies the
design or the artifact does not accurately represent the
description.
Response clearly describes three outdoor spaces that support the
physical development of all children.
video, etc.) that exemplify the design and accurately represents
the description. Response includes the source(s) for the
artifact(s).
plus the following: Response includes a description of an
outdoor environment seen in an authentic preschool setting or
read about in the professional literature that exemplifies DAP
practices.
Response includes reference to an academic/professional
Criterion Feedback
there needs to be an in text citation/ reference to an
academic/professional resource to support the description
Learning Objective 1.3: Create and describe schedules and
transitions in a DAP classroom support the physical
development of all children.
Description of schedules and transitions is missing.
Response vaguely describes one schedule and one transition
activity that supports the physical development of all children
and/or only one component is described.
accurately represent the description.

Response clearly describes one schedule and one transition in a
DAP classroom that supports the physical development of all
children. Response includes one or more artifacts (e.g.,
drawing, photo, video, etc.) that exemplify the design and
plus the following:
Response includes a description of a schedule or transition seen
in an authentic preschool setting or read about in the
professional literature that exemplifies DAP practices.
Response includes a reference to an academic/professional
Criterion Feedback
describe one schedule in a DAP classroom that supports
physical development of all children; include an artifact with a
source; there needs to be an in text citation/ reference to an
Learning Objective 1.4: Describe small- and large-group
activities that support the physical development of all children.
Description of small- and large-group activities is missing.
Response vaguely describes one small-group and one large-
group activity, or only one activity is described.
Response clearly describes one small-group activity and one
large-group activity that support the physical development of all
children.
the description.

plus the following:
Response includes a description of a developmentally
appropriate small- or large-group activity seen in an authentic
preschool setting.
Criterion Feedback
1.4 include an artifact with a source; there needs to be an in text
citation/ reference to an academic/professional resource to
support the description
Learning Objective 2.1: Describe activities that support positive
relationships among children, families, and teachers in a
preschool environment.
Description of activities that support positive relationships
among children, families, and teachers is missing.
Response vaguely describes two activities that support positive
preschool environment, or only one activity is described.
Response clearly describes two activities that support positive
the description.
plus the following:
appropriate activity seen in an authentic preschool setting or
read about in the professional literature for fostering positive
relationships among children, families, and teachers.

Criterion Feedback
nice activities however the artifact needs a source and there
should be an in text citation/reference to an
Learning Objective 2.2: Describe activities that foster respect,
gender identity, cultural and racial identity, initiative,
friendship, and prosocial behaviors of all children.
Description of activities that foster respect, gender identity,
cultural and racial identity, initiative, friendship, and prosocial
behaviors of all children is missing.
Response vaguely describes two activities that foster respect,
friendship, and prosocial behaviors of all children, or only one
activity is described
Response clearly describes two activities that foster respect,
the description.
plus the following:
read about in the professional literature for fostering respect,
Criterion Feedback

the artifact needs a source and there should be an in text
citation/reference to an academic/professional resource to
Learning Objective 2.3: Describe activities that encourage
appropriate learning about feelings of all children.
Description of activities that encourage appropriate learning
about feelings of all children is missing.
Response vaguely describes two activities that encourage
appropriate learning about feelings of all children, or only one
activity is described
Response clearly describes two activities that encourage
the description.
plus the following:
read about in the professional literature for encouraging
Criterion Feedback
Learning Objective 2.4: Describe activities that support
children’s character development, resilience, and the ability to
cope with stress of all children.
Description of activities that support children’s character

development, resilience, and the ability to cope with stress of
all children is missing.
Response vaguely describes two activities that encourage
appropriate learning about feelings of all children, or only one
activity is described.
Response clearly describes two activities that encourage
the description.
plus the following:
read about in the professional literature for supporting
children’s character development, resilience, and the ability to
cope with stress.
Criterion Feedback
Learning Objective 3.1: Describe activities that support the
cognitive development of all preschool children.
Description of activities that support the cognitive development
of all preschool children is missing.
Response vaguely describes two activities that support the
cognitive development of all preschool children, or only one

Response clearly describes two activities that support the
cognitive development of all preschool children.
the description.
plus the following:
Response includes a description of an activity seen in an
authentic preschool environment or read about in the
professional literature that supports the cognitive development
of all preschool children and exemplifies DAP practices.
Criterion Feedback
Learning Objective 3.2: Describe activities that support the
language and literacy development of all preschool children.
Description of activities that support the language and literacy
development of all preschool children is missing.
Response vaguely describes two activities that support the
language and literacy development of all preschool children, or
only one activity is described.
Response clearly describes two activities that support the

the description.
plus the following:
appropriate activity seen in an authentic preschool environment
or read about in the professional literature for supporting the
Criterion Feedback
Written Communication PS 1.1: Use proper grammar, spelling,
and mechanics.
Multiple major and minor errors in grammar, spelling, and/or
mechanics are highly distracting and seriously impact
readability.
Multiple minor errors in grammar, spelling, and/or mechanics
are distracting and negatively impact readability.
Writing reflects competent use of standard edited American
English.
Errors in grammar, spelling, and/or mechanics do not negatively
impact readability.
Grammar, spelling, and mechanics reflect a high level of
accuracy in standard American English and enhance readability.
Written Communication PS 1.2: Organize writing to enhance
clarity.
Writing is poorly organized and incoherent. Introductions,
transitions, and conclusions are missing or inappropriate.
Writing is loosely organized. Limited use of introductions,
transitions, and conclusions provides partial continuity.
Writing is generally well-organized. Introductions, transitions,
and conclusions provide continuity and a logical progression of
ideas.

Writing is consistently well-organized. Introductions,
transitions, and conclusions are used effectively to enhance
clarity, cohesion, and flow.
Written Communication PS 1.3: Apply APA style to written
work.
APA conventions are not applied.
APA conventions for attribution of sources, structure,
formatting, etc., are applied inconsistently.
formatting, etc., are generally applied correctly in most
instances. Sources are generally cited appropriately and
accurately.
formatting, etc., are applied correctly and consistently
throughout the paper. Sources are consistently cited
appropriately and accurately.
Criterion Feedback
place references in alphabetical order; use in text citations
Written Communication PS 1.4: Use appropriate vocabulary and
tone for the audience and purpose.
Vocabulary and tone are inappropriate and negatively impact
clarity of concepts to be conveyed.
Vocabulary and tone have limited relevance to the audience.
Vocabulary and tone are generally appropriate for the audience
and support communication of key concepts.
Vocabulary and tone are consistently tailored to the audience
and effectively and directly support communication of key
concepts.
Technology PS 3.1: Use images and layout of presentations to
effectively communicate content to a specific audience.
Images and layout are inappropriate, hard to read, and/or
impede audience understanding of key concepts.
Images or layout provide limited support for audience
understanding of key concepts.
Images and layout generally support audience understanding of
key concepts.

Images and design elements are used purposefully, and they
effectively support audience engagement and understanding of
key concepts.
Criterion Feedback
additional images could be used and labeled to to effectively
support audience understanding
Critical Thinking PS 5.1: Analyze assumptions and fallacies.
Analysis of assumptions is missing.
Response is weak in assessing the reasonableness of
assumptions in a given argument.
Response does not adequately identify and discuss the
implications of fallacies or logical weaknesses in a given
argument.
Response generally assesses the reasonableness of assumptions
in a given argument.
Response identifies and discusses the implications of fallacies
and/or logical weaknesses in a given argument.
Response clearly and comprehensively assesses the
reasonableness of assumptions in a given argument.
Response provides a detailed and compelling analysis of
implications of fallacies and logical weaknesses in a given
argument.
Criterion Feedback
expand on analysis of argument
Critical Thinking PS 5.2: Generate reasonable and appropriate
assumptions.
Assumptions are missing.
Response does not adequately present and discuss key
assumptions in an original argument.
Response presents and discusses key assumptions in an original
argument.
Response justifies the reasonableness and need for assumptions
in an original argument.
Criterion Feedback
expand on key assumptions and need for these assumptions
Critical Thinking PS 5.3: Assess multiple perspectives and

alternatives.
Assessment of multiple perspectives is missing.
Response does not identify nor adequately consider multiple
perspectives or alternatives.
Response identifies and considers multiple perspectives and
alternatives.
Response justifies selection of chosen alternative relative to
others.
Criterion Feedback
expand on justification of selection of chosen alternative
relative to others.
Critical Thinking PS 5.4: Use problem-solving skills.
Problems and solutions are not identified.
Response presents solutions, but they are ineffective in
addressing the specific problem.
Response presents solutions that are practical and work in
addressing the specific problem.
Response presents compelling supporting arguments for
proposed solutions.
Criterion Feedback
addition of supporting arguments for proposed solutions would
assist audience
Overall Score
Overall Score
0 - Not Present
1 - Needs Improvement
2 - Meets Expectations
3 - Exceeds Expectations
itb project/aboutus.htmlWOODEN STREET
Where We Innovate All Kinds Of WoodHomeProductsHome
FurnitureOffice Furniture Kitchen FurnitureServicesAbout
UsContact UsReferences
_____________________________________________________

________________About Us
_____________________________________________________
________________PurposeVintage wood has been producing
top quality hand-carved and straight-lined furniture since
2005.It encircled the manufacturing and sale of furniture for
offices, hotels and businesses. Vintage wood is accepted as a
specialist in providing the demand of furniture and it is one of
the well-known furniture showrooms in Country. Today our
products are considered as a symbol of quality nation wide.
94-B/I, Burns Road near KFC, Washington D.C,
USA.
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itb project/contactus.htmlWOODEN STREET
UsContact UsReferencesContact Us
Do you know anybody, any single person who gets excited at
the thought of helping others?
Well, we do… that’s us! While others get bummed when asked
for help, we get pumped to serve you! Team Vintage woods is
ever ready to help you every step of the way. We’ve deployed
dedicated resources to assist, guide, attend and answer your
queries throughout the week.TELEPHONE
Support is also available via phone, but to get the fastest
response please use the email form above. Please do not forget
to leave your contact details and email address if using
voicemail.Pakistan
(+92) 42 2134 8493 (9 AM To 2 AM)

Name
Contact
Feedback
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itb project/hf1.jpg
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itb project/Home.htmlWOODEN STREET
_____________________________________________________

________________Home Furniture
_____________________________________________________
________________
Furnish Your Home Your Way!
An infinite number of furnishing solutions to make your dream
home look exactly like you planned for it to be.
Delivery and installation services are available, in addition to a
one-year warranty on furniture.
USA.
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itb project/homefurniture.htmlWOODEN STREET
_____________________________________________________
________________Home Furniture
_____________________________________________________
________________Sofa 3 sitter
$199.99
Add to CartRoom Chair
$187.99
Add to CartBed Sofa
$111.99
Add to CartTable Polished
$119.99
Add to Cart2 sitter sofa
$99.99
Add to Cart
_____________________________________________________
________________
USA.
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itb project/kf1.jpg
itb project/kf2.jpg
itb project/kf3.jpg
itb project/kf4.jpg
itb project/kf5.jpg

itb project/kf6.jpg
itb project/kf7.jpg
itb project/kitchenfurniture.htmlWOODEN STREET
_____________________________________________________
________________Kitchen Furniture
_____________________________________________________
________________Kitchen set 1
$1199.99
Add to CartKitchen set 2
$887.99
$611.99
$719.99
$699.99
$499.99
Add to Cart
_____________________________________________________
________________
USA.
1 202 555 0191
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itb project/of1.jpg
itb project/of2.jpg

itb project/of3.jpg
itb project/of4.jpg
itb project/of5.jpg
itb project/officefurniture.htmlWOODEN STREET
_____________________________________________________
________________Office Furniture
_____________________________________________________
________________Office set 1
$599.99
Add to CartOffice set 2
$487.99
$311.99
$419.99
$399.99
Add to Cart
_____________________________________________________
________________
USA.
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itb project/references.htmlWOODEN STREET
_____________________________________________________
________________References
_____________________________________________________
________________
Link for Images :
1) https://hipwallpaper.com/view/Sw7ctW
2) https://www.dhgate.com
3) https://wallpaperscraft.com

4) https://pexels.com/view/Sw7ctW
Websites seen for helping purpose :
1) https://w3schools.com
2) https://www.stackoverflow.com
3) https://geeksforgeeks.com
USA.
1 202 555 0191
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itb project/services.htmlWOODEN STREET
UsContact UsReferencesServicesHOME DELIVERY
It is our pleasure to provide you with a free delivery service
without a minimum charge, and the delivery will be scheduled
within a week of the sales contract date.RETURNS
Ordering products for a new home can be very confusing, this is
why if you purchase extra or wrong items, visit the store within
30 days & ask for a refund or an exchange. Refunded or
exchanged items should be in the same condition they were
purchased in. In case the items purchased are refunded in cash
& not exchanged, 10 hall be deducted from the returned items
value as administrative fees.ONSITE INSTALLATION
Making your home look at its best means quality materials,
installed by quality professionals. We offer you installation
services for the following departments: Kitchens & Wardrobes,
Doors & Windows, Wallpaper, Parquet & Central Water
System.WARRANTY
VINTAGE WOODS does not only guarantee you the lowest
price but we also guarantees the quality of our products. We are

happy to offer you a warranty for all our products according to
the conditions of the manufacturing company. Our warranties
can reach up to 15 years.CONSULTING
From the moment you step into VINTAGE WOODS showrooms,
you will be greeted by our welcoming staff members who will
assign you a private personal consultant to assist you during
your visit and provide you with innovative ideas that fit your
exact needs and aspirations. Our consultants will accompany
you throughout the phases of building and furnishing the house
of your dreams.
USA.
1 202 555 0191
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itb project/thankyou.htmlWOODEN STREET
UsContact UsReferencesTHANK YOU FOR YOUR RESPONSE
USA.
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T1 2020: ICT272 Web Design and Development
Assignment 2 – Part B
15% - due Week 12
Submission:
Submit the report on Moodle by the end of the week 12
Presentation: During Week 12 lab
Report:

Prepare a report on the website project created in Assignment 2
– Part A
· Report should be properly structured and formatted to show
different sections
· The sections to include
· Introduction
· Explanation
· Responsive Design concept
· how you used JQuery Mobile to implement the responsive
Design
· Any considerations or techniques that you used for specific
design issues
· Report needs to be presented in the lab along with the website
ICT272
Compiled by: Qasir Khan Term 1 -
2020

T1 2020: ICT272 Web Design and Development
Assignment 2 – Part A
25% - due Week 11
Submission:
Submit on Moodle by the end of the week 10: all files must be
uploaded on Moodle as a zipped File.
Presentation and report: Part B will cover report and
presentation.
WEBSITE: Create a web application similar to Assignment 1,
but using JQuery Mobile as the framework
· Use JQuery by referring to Microsoft CDN or Google Code
· Design layout for Mobile views
· The design should follow the Responsive Design context
· Use Master Page to keep Menu and Footer same for all pages
· Use data-role(page) and content pages to create different
pages
· Website should be responsive when accessed on different
devices
The website should use JQuery mobile and ASP.NET controls
ICT272
Compiled by: Qasir Khan Term 1 -
2020
Part 3: Cognitive and Language cite source Development
Cognitive and language development are related skills that are

executed by the children together. Cognitive development
involves how a child thinks to remember, pay attention,
remember, and learn. Language development, on the other hand,
means how thoughts are transmitted from one mind to another
mind. Cognitive and language development are two
interconnected skills that develop in a child simultaneously.
Cognitive and language development in kids can be enhanced
in a pre-school through proper design. The design should ensure
there is a spacious classroom to accommodate playing and
learning activities. The class should be organized such that
there is a space for playing activities and a place with well-
arranged learning desks for learning activity. Within the school
also there should be a space for dining and a different area for a
sanitary facility located differently. This kind of school design
is appropriate and can promote cognitive development in
children. The design of using playing materials such as blocks
and toys with different colors can also enhance cognitive
development. Language development can be promoted by using
books containing letters and pictures to help kids who do not
understand English through the interpretation of the pictures.
Learning can also be encouraged during playtime by branding,
playing materials like toys, blocks, and balls with letters or
numbers.
Implementation of various activities enhances cognitive and
language development for all students, including English and
special needs children. Firstly, the instructor should conduct
learning activity in a well-organized classroom that allows them
to reach every learner to ensure that all the learners are learning
on the same page. The use of letters, pictures from books, and
colors are used to enhance cognitive development. The children
will be in a position to identify different colors, sizes, and
shapes with time. The development of language can be enhanced
by allowing kids to describe pictures in their word and then
teach them to describe it in English. Special needs children
should be provided with hearing aids and visual aids to enhance
cognitive and language development.

Cognitive and language development can be enhanced by
using various structures such as toys and blocks, along with
learning activities conducted in the school. The use of books
containing pictures and letters is used to guide the learner to
read as students with some difficulty deciphering some words
may be aided by the images drawn beside the terms, enhancing
cognitive development. Also, kids can know where to carry out
different activities through the pre-school design. For instance,
the learner can understand the dining room is a place for dining.
On the other hand, language and literacy development is
promoted by using different learning aids such as charts, books,
and toys. The use of these other teaching aids makes the lesson
interesting, unlike the use of one teaching aid, such as a book
that could cause an experience monotonous. Including play
activities such as making gestures while learning about letters
can make learning enjoyable and promote language and literacy
development. English learners can develop their language by
describing things such as words and numbers using their terms.
They are taught by the teacher how to represent them 3.1, 3.2
support the description in English, which will enhance language
and literacy development. In general, cognitive and language
development in kids depends on the pre-school design and the
activities carried out by the instructors and the learners to
enhance learning.
References
Flavell, J. H., Miller, P. H., & Miller, S. A. (1985). Cognitive
development (Vol. 338). Englewood Cliffs, NJ: Prentice-Hall.
Gleason, J. B., & Ratner, N. B. (1989). The development of
language. Columbus, OH: Merrill.
Walden University (n.d.). Preschool Environment Checklist.
Part 2: Social Emotional Development

cite all pictures
Social and emotional development for children is essential for
the readiness of school. Paying attention to adult figures and
cooperating with other kids are examples of social-emotional
abilities.
Preschoolers' social-emotional development is a critical stage in
the child's development. This development stage can be
supported by designing various activities and structures within
the pre-school environment that enhances the learner's active
participation. Firstly, the instructor should arrange a pre-school
classroom that accommodates all the learners and respects all
the races. That means the instructor should discourage the
clustering of children based on their race. Also, a classroom
should be an environment where everyone feels respected the
class should not exclude the kids who do not understand
English; instead, all the students should be recognized and
respected, ensuring no discrimination. Indiscrimination 2.1,
2.2, 2.3, and 2.4 the artifact needs a source and there should
be an in text citation/reference to an academic/professional
resource to support the description can be achieved by
encouraging teamwork among the kids while ensuring that the
students working in groups work together as a unit.
Books containing pictures of different genders and different
performing different roles are used in preventing stereotyping.
Besides, for sporting activities, both genders should be allowed
to participate in all sporting activities without categorizing
sporting activities as females’ or males’ activities. Allowing
both genders to play all sporting events will eradicate the
gender stereotyping as all the kids will participate in any
sporting activity according to their desire. The school should
also provide washroom facilities for males and females, and
instructions are given to the children to respect gender privacy
as they visit the washroom facility. Sharing of toys by the kids

while playing is also crucial as this enhances emotional
development.
Sharing of structures and participating in group activities by the
children supports a positive social and emotional development
in kids, teachers, and families. When children share playing
equipment such as toys and balls, they enhance positive
relationships as they interact irrespective of their race. The
instructors should also adopt a positive relationship by
encouraging kids to interact together without discrimination.
Furthermore, they should treat all the learners equally without
favoring others as children are fond of copying the instructor's
character.
Sharing of facilities such as the washrooms by the kids in
school will promote gender and cultural identity because the
toilets are designated based on the two genders. The sharing of
this facility also enables the children to identify their different
races and cultures, and they can respect them without
discrimination and promote a positive relationship among the
kids. When kids participate in games without gender
discrimination, gender stereotyping is reduced, and positive
relationship is enhanced.
Providing kids with books with a picture of different races and
culture interacting encourage learners to have the appropriate
feelings about their culture and race. Children often have to feel
that people of individual races or religions are superior then
who they are. Still, the proper feeling can be developed by the
children with pictures of people of different races interacting.
Children's character, ability to cope with stress, and resilience
can be developed when they are taught how to share the
available equipment such as toys, crayons, and balls. Sharing
these materials will enable the child to build a helping
character. I like the activities Also, the sharing playing
materials such as balls allows the kids to interact together
without fear irrespective of their culture and race, thus enabling
them to cope with stress and anxiety as they feel included in the
sporting activity.

References
Where are the in text citations for these references?
Sanson, A., Hemphill, S. A., Yagmurlu, B., & McClowry, S.
(2011). Temperament and social development. The Wiley-
Blackwell handbook of childhood social development, 227-245.
Part 1: Physical Development
Physical development is one of the first developmental stages in
children that entails the refinement and advancement of a
child’s motor skills. Therefore, the instructors in the pre-school
environment should create spaces for the children to carry out
physical activities that are useful for developing the children's
motor skills. Naturally, the children are always active, and the
pre-school environment should offer the children with indoor
and outdoor activities. This paper aims to explain how to design
the school indoor and outdoor activities to promote children's
physical development.
. Below is an illustration of how the indoor and outdoor
environments will be designed.
Indoor and Outdoor Environments (Learning Works for
Children, 2020).
The indoor activities comprise the activities that are done in the
classroom. Therefore, this calls for the instructors to create a
large class that accommodates the desks, teachers, tables, and a
space for carrying out physical activities. The classroom
organization should create distinct areas for desks used for
studying. These physical activities involve the use of toys and
blocks, as well as a space for a whiteboard with a medium
height that can easily be accessed by the children. The toys and

blocks are used by the children to build on their gross and fine
motor skills as they push and pull the toys and the blocks. The
whiteboards provided are used by the children to paint different
shapes and colors using crayons. The activities of painting and
pushing and pulling toys and the blocks will enhance the
children's gross and fine motor activities and enhance physical
development. I like the artifact however there needs to be a
description
The school field is often used to carry out outdoor activities; in
other words, it provides the outdoor space for pre-school
children. The outdoor space will provide a variety of equipment
used for sporting. Swings, ladders, climbing structures,
bicycles, skipping ropes, and balls are some of the sporting
equipment used in the physical development of the children's
outdoor space. The outdoor space should also be designated in a
way that guarantees the children safe play. Therefore, the areas
should have smooth floors well-designated ladders and climbing
structures such as poles. Activities like climbing, there needs to
be a reference to an academic/professional resource to support
the description throwing the ball, skipping over the ropes, and
swinging enhance the children's physical development. It is also
vital for the instructor to make the playing activities fun to
encourage the children to participate and keep the learner
focused in a classroom lesson. Instructors should be vigilant
while transiting to a different activity; for instance, children can
be told to jump while they are going out for a break from a
lesson to make fun. 1.3 describe one schedule in a DAP
classroom that supports physical development of all children;
include an artifact with a source; there needs to be a reference
to an academic/professional resource to support the description
Some of the activities carried out in school can be one by a
small or large group. A small group typically does the painting
of different shapes and colors by the children using crayons.
Also, the skipping activity by the use of skipping ropes is
another activity carried out by the learners in small groups.

Large group activities include the identification of shapes and
different colors in the classroom and singing and jumping in a
circle. Fun made in transitions from one activity to another is
suitable for supporting physical development in children as
various activities are done in the classroom and not during the
break. 1.4 include an artifact with a source; there needs to be a
description
The inclusion of the children with special needs is also
recognized as the activities carried out to enable the instructor
to reach every child and identify their abilities and inabilities
while providing remedies to cope with their incompetence. The
activities carried out are suitable for the English learners if they
fail to understand the language through the lesson they can
learn by copying what the other kids do.
These English learners won’t be left out during studies
(Walden University, n.d.).
References
Learning Works for Children (2020). PlayAreas. Retrieved on
May 7, 2020, from http://learningworksforchildren.co.uk/play-
areas/
Clark, J. E., Clements, R. L., Guddemi, M., Morgan, D. W.,
Pica, R., Pivarnik, J. M., ... & Virgilio, S. J. (2002). Active
start: A statement of physical activity guidelines for children
birth to five years. AAHPERD Publications, PO Box 385, Oxon
Hill, MD 20750-0385 Stock no. 304-10254.
Part 3: Cognitive and Language Development
The design of the school will ensure that the classroom is
spacious enough to accommodate learning and play activities.
Learning desks will be neatly arranged on one side and certain
spots set aside for the keeping of toys and room to play. The
school will also have a different dining area that is not the
classroom and a sanitary block where students can use to relieve

themselves. These designs will promote their cognitive
development. The play toys will also be designed in different
colors and shapes as this will greatly enhance cognitive
development. To promote language development the learning
books will contain letters and pictures as this will ensure that
students who don’t understand English can interpret the book by
observing the picture. The play toys such as blocks, balls,
playmats, and ropes will contain numbers and letters which will
encourage learning even during playtime. Children with special
needs will also have their own private spaces developed for
them to enhance their comfort. For instance, those with physical
impairments will be provided with appropriate aid to help them
cope with the learning in class (Head Start, 2020).
Various activities will also be implemented to enhance
cognitive and language development to all students including
those with special needs and English learners. First, lessons will
be conducted in a well-arranged classroom which will allow the
teacher to monitor the students and ensure that every student is
learning on the same page. During learning, teaching will entail
the use of colors, letters, book pictures, and blocks that enhance
cognitive development. With time, the students will manage to
differentiate colors, shapes, and sizes. Language development
will also be promoted by having the students describe pictures
in their language and then teach them how to describe it in
English. This will be beneficial to English learners in the class.
The school will also provide students with special needs with
visual aids, hearing aids, and any other equipment required to
allow them to learn comfortable and enhance their cognitive and
language development.
These structures and activities will promote cognitive
development as they will allow students to learn comfortably in
a physical environment. For instance, in addition to learning
about shapes and sizes from books, the lessons can be made
interesting by providing the students with actual play toys of
different shapes and sizes. This will stick to their memory and

thus, enhance their cognitive development. Books will also
contain pictures and letters which will guide the students on
how to properly read. This way, a student who might find it
difficult to read certain words might identify the pictures beside
the words, and this greatly enhances their cognitive
development. By having the school partitioned into different
sections (classroom, dining room, and sanitary facilities), the
students will understand how uniformity is achieved by carrying
out different activities at different places (Walden University,
n.d.).
Language and literacy development will be enhanced by
teaching kids using books, toys, charts, and other teaching aids.
Having lessons with books only might seem monotonous and
students will easily lose concentration. This, however, might be
made interesting by including play activities during lessons. For
instance, while learning about numbers and letters, the teacher
can instruct the kids to sing them out while going round in a
circle. This makes learning enjoyable and promotes language
and literacy development. For English learners, allowing them
to describe things in their own language then teaching them the
English version of it will promote their learning. This, together
with the use of pictures during teaching will enhance literacy
development (Walden University, n.d.).
References
Head Start (2020). Perceptual, Motor, and Physical
Development. Retrieved on May 6, 2020, from
https://eclkc.ohs.acf.hhs.gov/school-readiness/effective-
practice-guides/perceptual-motor-physical-development
Images retrieved from

https://www.google.com/search?rlz=1C1CHBD_enKE866KE893
&sxsrf=ALeKk02NasqlQL8dwu3Ud44Jk-vXE_Lk-
A:1588860810113&source=univ&tbm=isch&q=structures+prom
oting+cognitive+and+language+development+for+preschoolers
&sa=X&ved=2ahUKEwi7nrzh96HpAhVDAWMBHR7wA68QsA
R6BAgJEAE&biw=1366&bih=657#imgrc=zViJqcxgyT9ArM
Part 2: Social Emotional Development
To support the social-emotional development of preschoolers,
various structures and activities will be designed. First, the
school will have sanitary facilities for different genders, male
and female. The kids will then be instructed to respect the
privacy of these two genders while visiting the washrooms. The
class will also be arranged in a manner that all races are
accommodated uniformly in the class. There will be no
clustering of white and non-white students. Those who can’t
understand English will not be secluded. This will ensure that
they don’t face any discrimination. During group activities, the
instructors will ensure that different kids work in one group and
teamwork encouraged. To prevent gender stereotyping, both
boys and girls will be allowed to play in all sporting activities
that they desire. The books used will also contain pictures of
different races and different genders performing work roles to
reduce stereotyping. All students will also participate in
cleaning activities despite their gender. While playing using
toys, sharing will be encouraged to enhance their emotional
development (IRIS Center, 2020).
These structures and activities will support positive
relationships among children, families and teachers. For
instance, by having all students sharing toys and interacting
with each other despite their race, positive relationships will be
enhanced among the children. This positivity will also be

adopted by the teachers who will have to ensure that all kids
interact without discrimination. This will mean that the teacher
won’t express favoritism towards certain students as this mean
behavior might be quickly picked by the children who are
looking up to the teacher. When social inclusion is achieved in
school and no bullying or discrimination cases reported, a
positive relationship with families will be achieved because
they understand that their kids are in a socially-sound
environment. The parents will even be willing to contribute to
activities that promote social inclusion for their children, for
instance, participating in their annual sporting activities.
These activities and structures will also promote gender
identity, cultural/racial identity, and prosocial behavior among
the kids. For instance, by having designated sanitary facilities
for boys and girls, gender identity will be upheld. The kids will
understand that they are of different races and thus, should
respect each other without discrimination. By having them
participate in all games and cleaning activities despite their
genders, prosocial behavior will be promoted and stereotyping
reduced. Although there will be no racial discrimination
encouraged, the students will be encouraged to share out their
culture and act certain aspects of their culture during group
activities. This way, cultural identity will be enhanced (Walden
University, n.d.).
The activities will also encourage appropriate learning
about feelings. For instance, many kids are brought up to
believe that a certain gender or race is superior to theirs
following the activities at home. However, by providing them
with books that have pictures of people with different races
interacting, their feelings will be changed. Having them
participate in sporting activities and cleaning activities despite
their gender will also enable them to appropriately learn about
feelings and thus, avoid discrimination amongst themselves
The structures and activities will also support character
development, resilience, and the ability to cope with stress.

When trained on how to share toys with others, the children will
develop a helping character. Some students might also fear to
interact with others due to their culture and race. However, by
having them participate in group play activities they will feel
included and thus, develop the ability to cope with stress.
Having all students participate in cleaning activities despite
their gender will also enhance resilience among them as they
will understand that they can participate in whatever activity
that the world offers.
References
Images Retrieved from
https://www.virtuallabschool.org/preschool/social-
emotional/lesson-4
IRIS Center (2020). Early Childhood Environments. Retrieved
on May 6, 2020, from
https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p01
/
Part 1: Physical Development
Although preschoolers join schools to learn various subjects,
teachers and educators need to understand that they need to
participate in physical activities that will promote their physical
development. Given their active nature, there is a need to design
and provide them with indoor and outdoor activities that will
accommodate their development. Discussed hereafter is an
explanation of how one can design the school indoor and
outdoor areas to promote physical development among
preschoolers. Below is an illustration of how the indoor and
outdoor environments will be designed.
Indoor and Outdoor Environments (Learning Works for
Children, 2020).
The indoor space in the preschool environment to support
physical development will be set up in the classroom. For this
reason, the classroom should be large enough to accommodate

indoor activities and learning at the same time. This means that
apart from having study desks in the classroom, room will be
set aside for indoor physical activities. Thus, the classroom
will be designed in a manner that a section is set aside for
physical development activities. This section will contain
blocks and small toys. The section will also contain a height-
friendly white board with crayons that will allow the students to
paint. Through this indoor setting, their gross and fine motor
skills will be enhanced (Virtual Lab School, n.d)
The outdoor space will entail the school field and the area
outside the classrooms. In the field, a variety of sporting
equipment will be provided. This includes balls, skip ropes,
bicycles, swings, and wheel toys. The outside of the classroom
will also be designed in a manner that will promote safe play
among the children. This will include having smooth floors and
poles that the kids can climb. With these toys and structures in
place, the outdoor environment will help the kids to develop
physically. The lessons will be designed in a manner that the
students will learn and enjoy games at the same time. This will
minimize low participation in lessons because the kids are
waiting for break times to play. For instance, during a color
lesson, the children will be provided with blocks of different
colors and instructed to build using the colored blocks. The kids
can also be given puzzles to solve while learning about
numbers. The transition periods between lessons and breaks will
also be made to be fun for the children. For instance, the
teacher can instruct the kids to jump or sing while going out to
play. This will promote fun transition times.
Examples of small group activities include assigning students
paint work that the can work on using different crayon colors.
They can also be divided into small teams which then compete
against each other in games such as ball games or skipping
ropes. For large group activities, they can be instructed to sing
while walking in a circle. They can also identify shapes and
colors during lessons while holding colored blocks as a class
(Virtual Lab School, n.d.).

These designs, schedules, transitions, small, and large group
activities support physical development among kids as they
allow kids to learn while having fun. This is because no activity
is left out to be carried during break times only. Instead, the
play activities are conducted alongside lessons. They also
include children with special needs because the activities allow
instructors to focus on all students and offer them proper
guidance despite their challenges. The design outside is also
suitable for children with special needs, especially those who
are physically disabled. By use of toys of different colors and
participating in play activities in groups, kids with special
needs will integrate with the others thereby minimizing their
seclusion. This will also be beneficial to English learners who,
despite not understanding the language well, will manage to
interpret the use of different toys and activities by observing
what the others are doing. Together with the guidance of the
teachers, these English learners won’t be left out during studies
References
Learning Works for Children (2020). PlayAreas. Retrieved on
May 7, 2020, from http://learningworksforchildren.co.uk/play-
areas/
Virtual Lab School (n.d.). Supporting Physical Development:
Indoor Environments and Experiences. Retrieved on May 6,
2020, from
https://www.virtuallabschool.org/preschool/physical-
development/lesson-3
©2016 Walden University 1

PR003 Preschool Environments that Support Developmentally
Appropriate Teaching and Learning
Rubric
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Exceeds Expectations
Part I: Physical Development
Sub-Competency 1: Design a developmentally appropriate
preschool environment that supports children’s physical
development.
Learning Objective 1.1:
Describe the indoor
environment of a DAP
classroom design that
supports the physical
development of all
children.
Description of the indoor
environment is missing.

Response vaguely
describes three indoor
spaces that support the
physical development of
all children and/or fewer
than three indoor spaces
are described.
Response does not include
an artifact (e.g., drawing,
photos, videos, etc.) that
exemplifies the design or
the artifact does not
accurately reflect the
description.
the source for the artifact.
Response clearly describes
three indoor spaces that
support the physical
development of all
children.
Response includes one or
more artifacts (e.g.,
drawing, photo, video,
etc.) that exemplify the
design and accurately
represent the description.
Response includes the

source(s) for the
artifact(s).
Response demonstrates
the same level of
achievement as “2,” plus
the following:
Response includes a
description of an indoor
environment seen in an
authentic preschool
setting or read about in
the professional literature
that exemplifies DAP
practices.
Response includes
reference to an
academic/professional
resource to support the
description.
Describe the outdoor
classroom that supports
the physical development
of all children.
Description of the outdoor
Response vaguely

describes three outdoor
three outdoor spaces that
development of all
children.
the same level of
the following:
Response includes a
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

are described.
accurately represent the
description.
represents the description.
source(s) for the
artifact(s).
description of an outdoor
authentic preschool
practices.
Response includes
reference to an

description.
Create and describe
schedules and transitions
in a DAP classroom
development of all
children.
Description of schedules
and transitions is missing.
Response vaguely
describes one schedule
and one transition activity
that supports the physical
development of all
children and/or only one
component is described.
description.

one schedule and one
transition in a DAP
of all children.
source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a schedule
or transition seen in an
authentic preschool
practices.
Response includes a
reference to an
description.

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
Describe small- and large-
group activities that
development of all
children.
Description of small- and
large-group activities is
missing.
Response vaguely
describes one small-group
and one large-group
activity, or only one

description.
one small-group activity
and one large-group
activity that support the
all children.
source(s) for the
artifact(s).
the same level of
the following:

Response includes a
description of a
developmentally
appropriate small- or
large-group activity seen in
an authentic preschool
setting.
Response includes a
reference to an
description.
Part II: Social-Emotional Development
preschool environment that supports children’s social-emotional
development.
Describe activities that
support positive
relationships among
children, families, and
teachers in a preschool
environment.
Description of activities
that support positive
relationships among
teachers is missing.

Response vaguely
describes two activities
relationships among
environment, or only one
two activities that support
positive relationships
among children, families,
and teachers in a
the same level of
the following:
Response includes a
description of a
developmentally
appropriate activity seen
in an authentic preschool

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
description.
source(s) for the
artifact(s).
for fostering positive
relationships among

teachers.
Response includes a
reference to an
description.
foster respect, gender
identity, cultural and racial
identity, initiative,
friendship, and prosocial
behaviors of all children.
that foster respect, gender
behaviors of all children is
missing.
Response vaguely
behaviors of all children, or
only one activity is
described

description.
two activities that foster
respect, gender identity,
cultural and racial identity,
initiative, friendship, and
prosocial behaviors of all
children.
source(s) for the
artifact(s).
the same level of
the following:

Response includes a
description of a
developmentally
for fostering respect,
gender identity, cultural
and racial identity,
children.
Response includes a
reference to an
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

description.
encourage appropriate
learning about feelings of
all children.
that encourage
appropriate learning about
feelings of all children is
missing.
Response vaguely
that encourage
feelings of all children, or
described
description.

two activities that
all children.
source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a
developmentally
for encouraging
feelings of all children.
Response includes a
reference to an

description.
support children’s
character development,
resilience, and the ability
to cope with stress of all
children.
that support children’s
children is missing.
Response vaguely
that encourage
described.
two activities that
all children.

the same level of
the following:
Response includes a
description of a
developmentally
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

description.
source(s) for the
artifact(s).
for supporting children’s
to cope with stress.
Response includes a
reference to an
description.
Part III Cognitive and Language Development
preschool environment that supports children’s cognitive and
language
development.

support the cognitive
development of all
preschool children.
that support the cognitive
development of all
preschool children is
missing.
Response vaguely
development of all
preschool children, or only
one activity is described.
description.
the cognitive development

of all preschool children.
source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of an activity
seen in an authentic
preschool environment or
read about in the
professional literature
that supports the
cognitive development of
all preschool children and
exemplifies DAP practices.
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
the source for the artifact. Response includes a
reference to an
description.
support the language and
literacy development of all
preschool children.
that support the language
and literacy development
of all preschool children is
missing.
Response vaguely

of all preschool children,
or only one activity is
described.
description.
the language and literacy
development of all
preschool children.
source(s) for the
artifact(s).
the same level of
the following:

Response includes a
description of a
developmentally
environment or read
about in the professional
literature for supporting
development of all
preschool children.
Response includes a
reference to an
description.
Professional Skill 001: Written Communication: Demonstrate
graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
Multiple major and minor
errors in grammar,
spelling, and/or
Multiple minor errors in
grammar, spelling,
and/or mechanics are
Writing reflects competent
use of standard edited

American English.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
spelling, and mechanics.
mechanics are highly
distracting and seriously
impact readability.
distracting and negatively
impact readability.
Errors in grammar,

spelling, and/or mechanics
do not negatively impact
readability.
standard American
English and enhance
readability.
Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly
organized and
incoherent.
Introductions,
transitions, and
conclusions are missing
or inappropriate.
Writing is loosely
organized. Limited use of
introductions,
transitions, and
conclusions provides
partial continuity.
Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.

Writing is consistently
well-organized.
Introductions,
transitions, and
conclusions are used
effectively to enhance
clarity, cohesion, and
flow.
Learning Objective
PS 1.3:
Apply APA style to written
work.
APA conventions are not
applied.
APA conventions for
attribution of sources,
structure, formatting,
etc., are applied
inconsistently.
APA conventions for
etc., are generally
applied correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for

etc., are applied correctly
and consistently
throughout the paper.
Sources are consistently
cited appropriately and
accurately.
Learning Objective
PS 1.4:
Use appropriate
vocabulary and tone for
the audience and purpose.
Vocabulary and tone are
inappropriate and
negatively impact clarity
of concepts to be
conveyed.
Vocabulary and tone
have limited relevance to
the audience.
generally appropriate for
the audience and support
communication of key
concepts.
consistently tailored to
the audience and
effectively and directly
support communication
of key concepts.

Professional Skill 003: Technology
Learning Objective
PS 3.1:
Use images and layout of
Images and layout are
inappropriate, hard to
read, and/or impede
Images or layout provide
limited support for
audience understanding
Images and layout
generally support
Images and design
elements are used
purposefully, and they
0
Not Present
1
Needs Improvement
2
Meets Expectations

3
presentations to
effectively communicate
content to a specific
audience.
of key concepts.
of key concepts. of key concepts. effectively support
audience engagement
and understanding of key
concepts.
Professional Skill 5: Critical Thinking and Problem Solving
Learning Objective
PS 5.1: Analyze
assumptions and fallacies.
Analysis of assumptions is
missing.
Response is weak in
assessing the
reasonableness of
assumptions in a given
argument.
Response does not
adequately identify and
discuss the implications of
fallacies or logical
weaknesses in a given

argument.
Response generally
assesses the
reasonableness of
argument.
Response identifies and
discusses the implications
of fallacies and/or logical
argument.
Response clearly and
comprehensively assesses
the reasonableness of
argument.
Response provides a
detailed and compelling
analysis of implications of
fallacies and logical
argument.
Learning Objective
PS 5.2:
Generate reasonable and
appropriate assumptions.
Assumptions are missing. Response does not
adequately present and
discuss key assumptions in
an original argument.

Response presents and
discusses key assumptions
in an original argument.
Response justifies the
reasonableness and need
for assumptions in an
original argument.
Learning Objective
PS 5.3:
Assess multiple
perspectives and
alternatives.
Assessment of multiple
perspectives is missing.
Response does not identify
nor adequately consider
multiple perspectives or
alternatives.
Response identifies and
considers multiple
perspectives and
alternatives.
Response justifies
selection of chosen
alternative relative to
others.

Learning Objective
PS 5.4:
Use problem-solving skills.
Problems and solutions are
not identified.
Response presents
solutions, but they are
ineffective in addressing
the specific problem.
Response presents
solutions that are practical
and work in addressing the
specific problem.
Response presents
compelling supporting
arguments for proposed
solutions.
PR003 Preschool Environments that Support Developmentally
Appropriate Teaching and Learning
Rubric
0

Not Present
1
Needs Improvement
2
Meets Expectations
3
Part I: Physical Development
preschool environment that supports children’s physical
development.
Describe the indoor
classroom design that
supports the physical
development of all
children.
Description of the indoor
Response vaguely
describes three indoor

are described.
accurately reflect the
description.
three indoor spaces that
development of all
children.
source(s) for the
artifact(s).
the same level of
the following:

Response includes a
description of an indoor
authentic preschool
practices.
Response includes
reference to an
description.
Describe the outdoor
of all children.
Description of the outdoor
Response vaguely
describes three outdoor
three outdoor spaces that

development of all
children.
the same level of
the following:
Response includes a
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
are described.

description.
represents the description.
source(s) for the
artifact(s).
description of an outdoor
authentic preschool
practices.
Response includes
reference to an
description.
Create and describe
schedules and transitions
in a DAP classroom
development of all

children.
Description of schedules
and transitions is missing.
Response vaguely
describes one schedule
and one transition activity
that supports the physical
development of all
children and/or only one
component is described.
description.
one schedule and one
transition in a DAP
of all children.

source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a schedule
or transition seen in an
authentic preschool
practices.
Response includes a
reference to an
description.
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
Describe small- and large-
group activities that
development of all
children.
Description of small- and
large-group activities is
missing.
Response vaguely
describes one small-group
and one large-group
activity, or only one
description.

one small-group activity
and one large-group
activity that support the
all children.
source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a
developmentally
appropriate small- or
large-group activity seen in
an authentic preschool
setting.

Response includes a
reference to an
description.
Part II: Social-Emotional Development
preschool environment that supports children’s social-emotional
development.
support positive
relationships among
environment.
relationships among
teachers is missing.
Response vaguely
relationships among
environment, or only one

positive relationships
among children, families,
and teachers in a
the same level of
the following:
Response includes a
description of a
developmentally
0
Not Present

1
Needs Improvement
2
Meets Expectations
3
description.
source(s) for the
artifact(s).
for fostering positive
relationships among
teachers.
Response includes a
reference to an
description.

foster respect, gender
behaviors of all children.
behaviors of all children is
missing.
Response vaguely
behaviors of all children, or
described
description.

two activities that foster
respect, gender identity,
cultural and racial identity,
children.
source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a
developmentally
for fostering respect,

gender identity, cultural
and racial identity,
children.
Response includes a
reference to an
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
description.
all children.

that encourage
feelings of all children is
missing.
Response vaguely
that encourage
described
description.
two activities that
all children.

source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a
developmentally
for encouraging
feelings of all children.
Response includes a
reference to an
description.
support children’s

children.
that support children’s
children is missing.
Response vaguely
that encourage
described.
two activities that
all children.
the same level of
the following:
Response includes a

description of a
developmentally
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
description.

source(s) for the
artifact(s).
for supporting children’s
to cope with stress.
Response includes a
reference to an
description.
Part III Cognitive and Language Development
preschool environment that supports children’s cognitive and
language
development.
support the cognitive
development of all
preschool children.

development of all
preschool children is
missing.
Response vaguely
development of all
preschool children, or only
one activity is described.
description.
the cognitive development
of all preschool children.

source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of an activity
seen in an authentic
preschool environment or
read about in the
professional literature
that supports the
cognitive development of
all preschool children and
exemplifies DAP practices.
0
Not Present
1
Needs Improvement
2
Meets Expectations
3

the source for the artifact. Response includes a
reference to an
description.
support the language and
literacy development of all
preschool children.
of all preschool children is
missing.
Response vaguely
of all preschool children,
or only one activity is
described.

description.
development of all
preschool children.
source(s) for the
artifact(s).
the same level of
the following:
Response includes a
description of a
developmentally
environment or read
about in the professional

literature for supporting
development of all
preschool children.
Response includes a
reference to an
description.
Professional Skill 001: Written Communication: Demonstrate
graduate-level writing skills.
Learning Objective
PS 1.1:
Use proper grammar,
Multiple major and minor
errors in grammar,
spelling, and/or
Multiple minor errors in
grammar, spelling,
and/or mechanics are
Writing reflects competent
use of standard edited
American English.
Grammar, spelling, and
mechanics reflect a high
level of accuracy in

0
Not Present
1
Needs Improvement
2
Meets Expectations
3
spelling, and mechanics.
mechanics are highly
distracting and seriously
impact readability.
distracting and negatively
impact readability.
Errors in grammar,
spelling, and/or mechanics
do not negatively impact
readability.
standard American
English and enhance
readability.

Learning Objective
PS 1.2:
Organize writing to
enhance clarity.
Writing is poorly
organized and
incoherent.
Introductions,
transitions, and
conclusions are missing
or inappropriate.
Writing is loosely
organized. Limited use of
introductions,
transitions, and
conclusions provides
partial continuity.
Writing is generally well-
organized. Introductions,
transitions, and
conclusions provide
continuity and a logical
progression of ideas.
Writing is consistently
well-organized.
Introductions,
transitions, and
conclusions are used
effectively to enhance
clarity, cohesion, and
flow.

Learning Objective
PS 1.3:
Apply APA style to written
work.
APA conventions are not
applied.
APA conventions for
etc., are applied
inconsistently.
APA conventions for
etc., are generally
applied correctly in most
instances. Sources are
generally cited
appropriately and
accurately.
APA conventions for
etc., are applied correctly
and consistently
throughout the paper.
Sources are consistently
cited appropriately and
accurately.
Learning Objective

PS 1.4:
Use appropriate
vocabulary and tone for
the audience and purpose.
inappropriate and
negatively impact clarity
of concepts to be
conveyed.
Vocabulary and tone
have limited relevance to
the audience.
generally appropriate for
the audience and support
communication of key
concepts.
consistently tailored to
the audience and
effectively and directly
support communication
of key concepts.
Professional Skill 003: Technology
Learning Objective
PS 3.1:
Use images and layout of
Images and layout are
inappropriate, hard to

read, and/or impede
Images or layout provide
limited support for
Images and layout
generally support
Images and design
elements are used
purposefully, and they
0
Not Present
1
Needs Improvement
2
Meets Expectations
3
presentations to
effectively communicate
content to a specific
audience.

of key concepts.
of key concepts. of key concepts. effectively support
audience engagement
and understanding of key
concepts.
Professional Skill 5: Critical Thinking and Problem Solving
Learning Objective
PS 5.1: Analyze
assumptions and fallacies.
Analysis of assumptions is
missing.
Response is weak in
assessing the
reasonableness of
argument.
Response does not
adequately identify and
discuss the implications of
fallacies or logical
argument.
Response generally
assesses the
reasonableness of
argument.

Criteria0 - Not Present1 - Needs Improvement2 - Meets Expect.docx

Criteria0 - Not Present1 - Needs Improvement2 - Meets Expect.docx

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