| | 1
No submission
0.00% | 2
Insufficient
65.00% | 3
Approaching
75.00% | 4
Acceptable
85.00% | 5
Target
100.00% | Points
Earned |
| 100.0 %Content | |
| 30.0 %Personal Identity Collage |  Not addressed.
|  Collage provides few images that are representative of personal background. Images do not follow all three dimensions of personal identity.
| Collage provides images that are generally representative of personal background. Includes examples from all three dimensions of personal identity. | Collage provides images that are clearly representative of personal background and provides thorough examples based on the three dimensions of personal identity. | Collage fully exemplifies the three dimensions of personal identity through photographs, graphics, and images of artifacts. | 11.70/18 |
| 30.0 %Rationale of A-B-C Dimensions of Personal Identity | Not addressed. | Rationale defends one's choices in a limited way. Each dimension may not be addressed in terms of the images selected for the collage. | Rationale defends one's choices for each dimension consistent with Arredondo?s theories and definitions. Examples generally reinforce the relation of the chosen images to the theories. | Rationale defends one's choices for each dimension consistent with Arredondo?s theories and definitions. Examples are used to reinforce the relation of the chosen images to the theories. | Rationale clearly defends one's choices for each dimension consistent with Arredondo?s theories and definitions. Examples convincingly reinforce the relation of the chosen images to the theories. Personal relationship to these examples and theories is provided. | 0.00/18 |
| 20.0 %Personal Identity: Effect on the Classroom Summary | Not addressed. | Summary discusses personal identity in a cursory way. Implications for the diverse classroom are either not addressed or only addressed in a superficial manner. Personal examples are lacking in coherence or are not present at all. | Summary discusses personal identity and the implications for a diverse classroom. General examples are given that relate to how this information will affect varying aspects of the classroom. | Summary clearly discusses personal identity and the implications for a diverse classroom. Apt personal examples are given that relate to how this information will affect varying aspects of the classroom. Both challenges and opportunities are addressed. | Summary thoroughly discusses personal identity and the implications for a diverse classroom. Convincing personal examples are given that relate to how this information will affect varying aspects of the classroom. Thoughtful and realistic challenges and opportunities are | 0.00/12 |
| 10.0 %Presentation | Not addressed. | The work is not neat and includes minor flaws or omissions of required elements. | The overall appearance is general, and major elements are missing. | The overall appearance is generally neat, with a few minor flaws or missing elements. | The work is well presented and includes all required elements. The overall appearance is neat and professional. | 4.50/6 |
| 10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | Not addressed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | The writer is clearly in command of standard, written academic English. | 6.00/6 |
| 100 %Total Weightage | | |
