Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| ITT-116 | ITT-116-O500 | OSI Analysis | 40.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% | |||||||
| Description of OSI Model Layer's Effect on Networks and Networking | 20.0% | The student provides an incomplete description of how the OSI model layers can effect a network's design. The student includes little knowledge about the impact that that the OSI model layers has on networking in general. Subject knowledge is not evident. | The student outlines a few components of how the OSI model layers can effect a network's design, but element details are lacking. The student includes little knowledge about the impact that the OSI model layers has on networking in general with few supporting details and examples. Little subject knowledge is evident. | The student appropriately describes how the OSI model layers can effect a network's design; some element justifications are included. The student includes essential knowledge of the impact that the OSI model layers has on networking in general with supporting details and examples. Subject knowledge appears to be good. | The student provides a detailed description of how the OSI model layers can effect a network's design; justifications are accurate. The student includes essential knowledge of the impact that the OSI model layers has on networking in general with supporting details and examples. Subject knowledge appears to be good. | The student comprehensively describes how the OSI model layers can effect a network's design; information and justifications are accurate and appropriate. The student examines the impact that the OSI model layers has on networking in general with extensive details and examples. Subject knowledge is excellent. | ||
| Description of Switching Technology Differences in Functionality (relates differences to the Functions inherent within the OSI model) | 25.0% | The student provides an incomplete description of the functions of switching technologies available in today's market. The student includes little knowledge about the impact that each switching technology has with the functions inherent within the OSI model. Subject knowledge is not evident. | The student outlines a few components of the functions of switching technologies available in today's market, but element details are lacking. The student includes little knowledge about the impact that each switching technology has with the functions inherent within the OSI model with few supporting details and examples. Little subject knowledge is evident. | The student appropriately describes the functions of switching technologies available in today's market; some element justifications are included. The student includes essential knowledge of the impact that each switching technology has with the functions inherent within the OSI model with supporting details and examples. Subject knowledge appears to be good. | The student provides a detailed description of the functions of switching technologies available in today's market; justifications are accurate. The student includes essential knowledge of the impact that each switching technology has with the functions inherent within the OSI model with supporting details and examples. Subject knowledge appears to be good. | The student comprehensively describes and compares the functions of switching technologies available in today's market; information and justifications are accurate and appropriate. The student examines the impact that each switching technology has with the functions inherent within the OSI model with extensive details and examples. Subject knowledge is excellent. | ||
| Explanation of the OSI Model's Usefulness During Troubleshooting Processes | 25.0% | The student provides incomplete coverage of the OSI model usefulness during troubleshooting processes. | The student outlines a few of the components of the OSI model usefulness during troubleshooting processes; details are lacking. | The student appropriately describes most of the OSI model usefulness during troubleshooting processes; some rationales are included. | The student provides detailed components of the OSI model usefulness during troubleshooting processes; rationales are accurate. | The student comprehensively explains the OSI model usefulness during troubleshooting processes. The student draws warranted conclusions. Information and rationales are accurate and appropriate. | ||
| Sources | 10.0% | No outside academic sources are used to support major points. | Few relevant sources beyond assigned readings are used to support major points. Important relevant sources are neglected. Quoted material and paraphrasing are overused. | Sources are adequate, relevant, and extend beyond assigned readings. Quoted material and paraphrasing are included to support major points and writer's idea development. | Sources are academic, current, and/or relevant to support major points. Quoted material and paraphrasing is used effectively and consistently to support the major points and writer's idea development. | Sources are academic, comprehensive, current, and/or relevant. Quoted material and paraphrasing expertly support, extend, and inform ideas but do not substitute for the writer's own idea development. Sources are well synthesized to support major points. | ||
| Argument Logic and Construction | 10.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. | The writer is clearly in command of standard, written academic English. | ||
| Total Weightage | 100% |
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