ASSESSMENT DESCRIPTION

Assessment Details
Course Code:
Course Name:

ECE 3003
Literacies In Early Childhood

Course Teacher:
Task Title:
Task Description:

Special
Instructions:

Final Assessment - Portfolio of activities to support

various aspects of emergent literacy.
Create a portfolio of 3 activities to support the
teaching of various appropriate aspects of emergent
reading and writing that could be used in the UAE
pre-school setting. One activity should cover an
aspect of Concepts of Print, another activity should
cover an aspect of Phonological Awareness and the
final activity should cover an aspect of Letter
Knowledge. (Outcomes: 1,2,3)
This portfolio includes the following:

A general introduction giving an overview of

emergent literacy.

1 activity on an aspect of Concepts of Print".

1 activity on an aspect of Phonological

Awareness.

1 activity on an aspect of Letter Knowledge.

For each of the above activities you need to include:

1. The specific aspect of emergent literacy the
activity addresses
2. The learning outcomes for the activity (from the
UKEYFS curriculum)
3. The prior knowledge of the children
4. A copy of all the materials to be used in the
activity
5. A step by step description of the activity.
A Reference List of sources cited in the assignment.
Weighting:
Duration/Word
Limit:
Due Date:
Grading/Marking
Criteria:

30%
Introduction 500-600 words
07/05/2016
Your grade will be determined using the relevant
criteria from the attached rubric.

(to be determined by
the teacher using the
attached criteria
matrix)
Late Penalty:

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Unless special circumstances are agreed with the

course teacher regarding late submission, work

submitted 1 working day late will be deducted 10%,

2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero
mark.
Academic Honesty:

Breaches of Academic Honesty will be treated with

the utmost seriousness. You are reminded the
penalties for cheating or plagiarism include dismissal
from the HCT.
(for more information please refer to Academic and
Student Regulations , HCT Academic Honesty Policy ,
Student Handbook )

HCT Graduate Outcomes Addressed

1.

Communication and Information Literacy

2.

Critical and Creative Thinking

3.

Global Awareness and Citizenship

4.

Technological Literacy

5.

Self-Management and Independent Learning

6.

Teamwork and Leadership

7.

Vocational Competencies

8.

Mathematical Literacy

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GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS

GRADING/MARKI
NG CRITERIA

Achievement that does not meet

requirements

Achievement that
minimally meets the
course requirements

Achievement that
satisfactorily meets
the course
requirements

Achievement that is
significantly above
the course
requirements

Achievement that is
outstanding relative
to the course
requirements

Significantly below
course requirements

Below course
requirements

GENERAL CRITERIA (1-10)

1. Research (10%)
Identification and
investigation of a
range of appropriate
academic and/ or
cultural sources

Little or no
information
presented

Information
presented is
insufficient or does
not relate
sufficiently to the
task; there may be
evidence of
rudimentary
research

Some information has

been gathered from
readily available sources
applying standard
techniques. Information
is sometimes inaccurate

Adequate information
has been gathered
from readily available
sources applying
standard techniques.
Information is
generally accurate

Information is
accurate with only
occasional errors,
appropriately
categorized and from
a wide range of
sources.

Extensive
independent
research, accuracy,
familiarity with the
material, and sound
judgments

3. Explanation,
description, and/or
justification (25%)

Explanation and
reasoning is wholly
lacking. May
demonstrate a total
misunderstanding of
the task.

Explanation and
reasoning is not
easily discernible,
complete or logical.
Main points lack
support.

Some explanation and

reasoning is discernible,
though not always
complete and/or logical
in places. Key points
may be significantly
lacking in support.

Explanation and
reasoning is generally
well-formed, complete
and logical. Most main
points are backed-up,
though not always with
sufficient supporting
evidence and
examples, as required.

All explanation
reasoning is fullyformed, complete and
wholly logical. Most
main points are
backed-up with
sufficient supporting
evidence and
examples, as required.

All explanation and

reasoning is fullyformed, complete
and wholly logical.
All main points are
backed-up with
sufficient supporting
evidence and
examples, as
required.

Logical reasoning,
supported back up and
critical thinking:
compare and contrast

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5. Subject
knowledge (25%)
Understanding and
application of subject
knowledge and
underlying principles

Unable to evidence
or articulate basic
principles and
knowledge related to
the subject.
Information may be
irrelevant,
incomplete and/or
inaccurate.

Limited knowledge
of subject.
Information may be
significantly
irrelevant,
incomplete and/or
inaccurate making
information hard to
follow logically.

Some evidence of
understanding key
aspects of the subject,
but details are lacking.
Some irrelevancies and
inaccuracies

Generally accurate
understanding of key
aspects of the subject.
Some irrelevancies and
inaccuracies

Accurate extensive
understanding of
subject. Minor
irrelevancies and
inaccuracies

Complete and full

understanding of
subject. Extensive
evidence of
appreciation of the
relative significance
of all relevant
aspects of the
subject.

8. Experimentation/
Exploration of ideas
(25%)
Problem solving, risk
taking,
experimentation and
testing of ideas and
materials in the
realization of concepts

Little or no
engagement with
alternative ideas and
processes

Unable to identify
problems; does not
understand the
purpose of risk
taking or exploration
of alternatives

Operates within familiar

and well established
ideas, processes, media
and/or materials; some
evidence of exploration

Evidence of exploration
of processes, media
and materials; may
lead to potential
directions for future
work

Evidence of
conceptual risk
taking / using own
analysis to inform
further cycles of
inquiry and potential
future directions

Unfamiliar
conceptual
territories may be
explored

10. References (5%)

Little or no
referencing

Inadequate
referencing with a
significant number
of inconsistencies

Evidence of referencing,
but not throughout.

Adequate referencing,
but some
inconsistencies.

Fully-formed
references with minor
errors

Fully-formed and
accurate references.

Limited number of
references, but not all
are suitable or
reputable.

Limited number and

selection of reputable
and suitable
references.

Few citations that are

not directly linked to
your ideas.

Many citations are

appropriate but only
used as an association
to your ideas.

Bibliography, citation,
in text citation,
referencing (APA style
format)

Irrelevant or
inappropriate
selection of
references.
No citations in text.

Few references that

are not suitable or
reputable.

Few references and many

are not suitable or
reputable.
Few citations with little or
no links to your ideas.

The citations have

no links to your
ideas.

WRITTEN LANGUAGE CRITERIA APPLIED BACHELOR (11-13)

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Extensive selection
of reputable and
suitable references.
Well selected
citations that
support ideas.

11. Clarity and

accuracy (5%)
Clarity of message,
accuracy of grammar,
vocabulary, spelling,
punctuation sentences

The whole text is

unclear. Errors are
numerous and cause
significant
misunderstanding.

Mostly unclear with

patches of
significant break
down. Errors can
cause significant
misunderstanding
and require
numerous
corrections.

Sometimes clear, with

patches of confusion.
Accuracy is inconsistent.
Errors cause
misunderstanding.
Correction required.

Generally clear and

accurate. Errors can
cause
misunderstanding in
places. Still some
correction required.

Clearly expressed,
with only occasional
errors that do not
cause
misunderstanding.
Requiring a minimal
amount of correction.

Clearly expressed
throughout.
Consistently
accurate. Requiring
a minimal amount of
correction.

12. Organization
(5%)
Organization, structure
and style

There is no evidence
of style, structure or
organization.

Significant
inconsistencies in
style, structure and/
or organization.

Some inconsistencies in
style and structure.
Organization not fully
logical.

Structure and style

generally appropriate.
Mostly logical
organization.

Only occasional lapses

in structure and style
conventions. Main
points are clear and
logically organized.

Smooth flowing and

logically structured
and organized.
Appropriate style
throughout.

Grading/Marking
Comments:

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