Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not Present

Points Earned

Key Components

& Major Point Support

132 to 140 points

· Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

· Student demonstrates proficient command of the sumbect matter in the assignment. Assignment shows an impressive level of depth of studetn’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.

· Student demonstrates a higher level of critical thinking necessary for graduate-level work. Student provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Student presents a genuine intellectual development of ideas throughout the assignment.

122 to 131 points

· Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.

· Student exhibits above average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide and adequate presentation of studentn’s current level of subject matter knowledge.

· Student exhibits a good command of critical-thinking skills in the presenation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Ooverall, student proives adequate conclusions, with 2 or fewer errors.

1 to 121 points

· Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader ma have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.

· The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concern in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area.

· Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. Student presents a limited perspective on key concepts throughout assignment. Student appears to have problems applying information in a problem-solving manner.

0 points

· Student exhibits minimal understanding of the intended assignmen and the thesis is not fully supported throughout the assignment. Thesis fails to guide the development of the assignment.

· The assignment reveals that the student lacks a general, fundamental understanding of the course material. There are areas of concern in the linkages provided between facts and supporting statements. Student does not clearly explain concepts, but does not meet the minimum requirements in this area.

· Student presents a limited perspective on key concepts throughout assignment. Student does not apply information in a problem-solving manner.

Structure

Advanced

Proficient

Developing

Not Present

Points Earned

Grammar, Spelling, & Word Count

56 to 60 points

· Student thoroughly understands and excels at explaining all major points. An original, unique and/or inmaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes an appropriate introduction (or abstract), well-develped paragraphs, and conclusion. Finished assignment demonstrates students’s ability to plan and organizae research in a logical sequence.

· Student demonstrates an excellent command of grammar, as wel as presents research in a clear and concise witing style. Presents a thorough, extensive understanding of word usage. Student excels in the selection and development of a well-planned research assignment. Assignment is error-free and reflects student’s ability too prepare doctoral-level writing for possible publication in a peer reviewed journal.

· Student provides sophisticated synthesis of complex body of information in the preparation of assigngment. Research provided by student contributes significantly to the development of the overall thesis. Student incorporates at least 10 quality references in assignment. Student incorporates a variety of research resources and methodology in the preparation of assignment.

52 to 55 points

· Student explains the majority of points and concepts in the assignment. Student demonstrates a good skill level in formatting and organizing material in assignment. Student presents an above average level of preparedness, with few formatting errors.

· Student provides an effective displan of good writing and grammar. Assignment reflects studetn’s ability to select appropriate word usage and presents and above average presentation of a given topic or issue. Assignment appears to be well written with no more than 3 errors. Student provides a good final product that covers the above minimal requirements.

· Studetn achieves an above-average synthesis of research, but interpretation is narrow in scope and description within assignment. Assignment contains less than 10 resoures and presents an average overview of key concepts.

1 to 51 points

· Student applies some points and concepts incorrectly. Student uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

· Assignment reflects basic writing and grammar, but with more than 3 errors. Key terms and concepts are somewhat vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is average but demonstrates a basic understanding of the subect matter.

· Assignment provides a basic, but borderline perspective of student’s research abilities. Student has incorporated less than 8 sources which does not attempt to cover key elements of assignment.

0 points

· Student does not apply points and concepts correctly. Student uses a variety of formatting styles, with multiple inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

· Assignment does not achieve basic writing and grammar, and has excessive. Key terms and concepts are vague and not completely explained by student. Student uses a basic vocabulary in assignment. Student’s writing ability is below average.

· Assignment provides a borderline perspective of student’s research abilities. Student has incorporated less than 8 sources which does not attempt to cover key elements of assignment.