PHASE 1: ASSESSMENT MAPPING FORM

(AMF1 2016)

ASSIGNMENT SUBMISSION AND ASSESSMENT

________________________________________________________________________

CSZB/EPB 2093
EFFECTIVE PROGRAMME IN EARLY CHILDHOOD EDUCATION
________________________________________________________________________

INSTRUCTIONS TO STUDENTS

1. These assignments contain ONE (1) question that are set in the language of the printed module for
the course.

2. Your assignment should be prepared by individual. You should not copy another groups assignment.

3. Answer in English.

4. Your assignment should be typed using 12 point Times New Roman font, 1.5 line spacing and
justify.

5. Your assignment should be between 10 to 20 pages including pictures, references or other

appendix. Do not copy the assignment questions and instructions to your answer.

6. The assignment submission must be in two forms:

a) Softcopy: ON-LINE via UNIECVIRTUAL
b) Hardcopy to your lecturer/tutor

7. Your assignment must be submitted between week 6

EVALUATION

You would be informed of the assignments mark before the Final Semester Examination commences.
ANY PLAGIARISM WILL BE DETECTED BY UNITAR SYSTEM.

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 PHASE 1: ASSESSMENT MAPPING FORM
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Assignment Guidelines (Content and Scoring) : Effective Programme in Early Childhood Education ( CSZB2093)

INDIVIDUAL ASSIGNMENT (15%)

(a) Refer at least three related books or journal articles and discuss the meaning of emergent curriculum.

(b) The picture 1, illustrates a four year old girl showing her activity. If you are the teacher of this child, what kind of activities would you
conduct to enhance her interest? Create a lesson plan based on this child interest.

Picture 1

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PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

Missing
Low Fair Above average Excellent
Item Max
Criteria
0 1 2 3 4 Marks
Introduction There is no The introduction is very The introduction is The introduction is The introduction is 2
introduction to general. Does not interesting, there is interesting, discusses interesting, discusses
the paper. discuss the topic. discussion on the topic . the topic briefly. the topic clearly.

0 0.5 1 1.5 2

Content Does not Discussion on the Discussion on the Discussion on the The discussion on 2
discuss the meaning of emergent meaning of emergent meaning of emergent emergent curriculum
meaning of curriculum, but no curriculum. The lesson curriculum. The is clearly written.
emergent discussion on lesson plan created is not based lesson plan created is The lesson plan
curriculum and plan . on children interest. based on children created is based on
no discussion interest. children interest
on lesson and was written in
plan. detail.
0 0.5 1 1.5 2

Supportive There is no Irrelevance literature Insufficient literature Adequate literature Comprehensive and 5
information literature review. review. review. Three related relevant literature
(Literature review books / journals was review. More than
review) referred by candidates three related books /
as required. journals was referred
by candidates as
required.
0 1.25 2.5 3.75 5

Assignment rubric

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CLIEx-AMF1-2016
PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

Missing
Low Fair Above average Excellent
Item Max
Criteria
0 1 2 3 4 Marks
Conclusion No conclusion There is no clear The conclusion is The conclusion ties The conclusion is 2
provided. conclusion, the paper recognisable, but does up/brings together the strong. It ties up/
just ends. not tie up introduction, introduction, content brings together the
content and evaluation. and evaluation. Well introduction, content
summarised. and evaluation. Well
summarised.
0 0.5 1 1.5 2

Organisation Not relevant. There is little sense that Details are not in logical Details are placed in a Details are placed in a 2
the writing is organised. order and distracts the logical order but logical order and
reader. presented less presented effectively.
effectively. The paper is
interesting.
0 0.5 1 1.5 2

TOTAL MARKS 15

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 PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

Appendix 2

ASSIGNMENT SUBMISSION AND ASSESSMENT

________________________________________________________________________

CSZB/EPB 2093
EFFECTIVE PROGRAMME IN EARLY CHILDHOOD EDUCATION
________________________________________________________________________

INSTRUCTIONS TO STUDENTS

1. These assignments contain ONE (1) question that are set in the language of the printed module for
the course.

3. Your assignment should be prepared by group. You should not copy another groups assignment.

3. Answer in English.

4. Your assignment should be typed using 12 point Times New Roman font, 1.5 line spacing and
justify.

5. Your assignment should be between 10 to 20 pages including pictures, references or other

appendix. Do not copy the assignment questions and instructions to your answer.

6. The assignment submission must be in two forms:

c) Softcopy: ON-LINE via UNIECVIRTUAL
d) Hardcopy to your lecturer/tutor

8. Your assignment must be submitted between week 10

EVALUATION

You would be informed of the assignments mark before the Final Semester Examination commences.
ANY PLAGIARISM WILL BE DETECTED BY UNITAR SYSTEM.

Page 1 of 13
CLIEx-AMF1-2016
 PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

Assignment Guidelines (Content and Scoring) : Effective Programme in Early Childhood

Education (CSZB2093)

GROUPS ASSIGNMENT (3 students only) (20 %)

Refer to at least three related books or journal articles on childrens self-esteem.

a Discuss the concept of self-esteem and the factors that influence childrens self esteem.
b Observe the pictures on Figure 1, compare and describe these two different situations. If you are
a teacher to these two children, explain how you can help the low self-esteem child? Give your
suggestion.

Figure 1

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CLIEx-AMF1-2016
 PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

ASSIGMENT RUBRIC

Missing
Low Fair Above average Excellent
Item Max
Criteria
0 1 2 3 4 Marks
Introduction There is no The introduction is The introduction is The introduction is The introduction is 2
introduction to very general. Does not interesting, there is a interesting, discusses interesting, discusses the
the paper. discuss on self-esteem brief discussion on the concept of self- concept of self-esteem.
children self-esteem. esteem The discussion on the
topic is very clear.
0 0.5 1 1.5 2

Literature review Not refer to any Referred less than two Referred less than Discusses on the topic Discusses on the topic in 7
related books/ related books/ journal three books / journal clearly based on three detail based on more than
journal articles. articles and discussed articles and discussed related book/related three related books/
the concepts finding the finding briefly. journal articles. journal articles.
vaguely.
0 1.75 3.5 5.25 7

Content There is no Discussion on the - Discussion on the - Discusses on the - Discusses on the concept 9
discussion on the concept of self-esteem concept of self- concept of self- of self-esteem and the
childrens self- very vague. There is esteem and the esteem and the factors that influence
esteem. no discussion on the factors that factors that influence childrens self-esteem
factors that influence childrens self- based on related books/
influence
childrens self-esteem. esteem relevant and journal articles relevant,
childrens self- good. The discussion excellent and clearly.
esteem is good. is based on related - The candidate compared
The discussion books/ journal and explained the
does not base on articles. different situations in
related books/ - The candidate the pictures.
journal articles. compared and - There were
- The candidate explained the suggestions to help
compared and different situations low esteem child.
explained the in the pictures. - Discussion on this
different situations - There were topic is very

Page 1 of 13
CLIEx-AMF1-2016
 PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

Missing
Low Fair Above average Excellent
Item Max
Criteria
0 1 2 3 4 Marks
in the pictures. suggestions to help comprehensive and
low esteem child. was written clearly.

0 2.25 4.5 6.75 9

Conclusion No conclusion There is no clear The conclusion is The conclusion ties The conclusion is strong. 2
provided. conclusion, the paper recognizable, but does up/brings together the It ties up/ brings together
just ends. not tie up with introduction, content the introduction, content
introduction, content and evaluation. Well and evaluation.
and evaluation. summarized. Well summarized.

0 0.5 1 1.5 2

TOTAL MARKS 20

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PHASE 1: ASSESSMENT MAPPING FORM
(AMF1 2016)

Page 3 of 13
CLIEx-AMF1-2016