| Course Code | Class Code | Assignment Title | Total Points |
| EDU-330 | EDU-330-O500 | Social Injustice and Cultural Identifiers Research Essay | 200.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (65.00%) | Approaching (75.00%) | Acceptable (85.00%) | Target (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Evidence of Revision | 10.0% | Not addressed. | Final draft shows minimal evidence of revision of the content. Most instructor feedback was not implemented. | Final draft shows evidence of revision of the content. Instructor feedback was partially implemented. | Final draft shows evidence of revision of the content. Most instructor feedback was implemented. | Final draft shows evidence of revision of the content. Instructor feedback was fully implemented. |
| Chosen Cultural Identifier | 10.0% | Not addressed. | Inappropriately describes the cultural identifier and why it was chosen. Poorly explains the connection to the cultural identifier choice. | Adequately describes the cultural identifier and why it was chosen. Attempts to explain the connection to the cultural identifier choice. | Appropriately describes the cultural identifier and why it was chosen. Soundly explains the connection to the cultural identifier choice. | Compellingly describes the cultural identifier and why it was chosen. Thoroughly explains the connection to the cultural identifier choice. |
| Key Historical Events | 10.0% | Not addressed. | Unclearly summarizes the key historical events that have significantly affected the specific cultural identifier. | Broadly summarizes the key historical events that have significantly affected the specific cultural identifier. | Clearly summarizes the key historical events that have significantly affected the specific cultural identifier. | Expertly summarizes the key historical events that have significantly affected the specific cultural identifier. |
| Context of K-12 Education | 10.0% | Not addressed. | Erroneously summarizes the topic in context of K-12 education, including the related cultural identifier and any associated controversies. | Ambiguously summarizes the topic in context of K-12 education, including the related cultural identifier and any associated controversies. | Properly summarizes the topic in context of K-12 education, including the related cultural identifier and any associated controversies. | Professionally summarizes the topic in context of K-12 education, including the related cultural identifier and any associated controversies. |
| Current Arguments | 10.0% | Not addressed. | Inaccurately identifies current opinions for the controversial argument, one supporting and one opposing. | Sufficiently identifies current opinions for the controversial argument, one supporting and one opposing. | Accurately identifies current opinions for the controversial argument, one supporting and one opposing. | Substantially identifies current opinions for the controversial argument, one supporting and one opposing. |
| Effects | 10.0% | Not addressed. | Illogically describes how the controversial issue could affect future teaching practices and affect future students. | Superficially describes how the controversial issue could affect future teaching practices and affect future students. | Logically describes how the controversial issue could affect future teaching practices and affect future students. | Thoughtfully describes how the controversial issue could affect future teaching practices and affect future students. |
| Implemented Policies or Methods | 10.0% | Not addressed. | Incomprehensibly summarizes related policies or methods that have been implemented in schools as a solution to the controversial issue. | Partially summarizes related policies or methods that have been implemented in schools as a solution to the controversial issue. | Descriptively summarizes related policies or methods that have been implemented in schools as a solution to the controversial issue. | Comprehensively summarizes related policies or methods that have been implemented in schools as a solution to the controversial issue. |
| Research | 5.0% | Not addressed. | Sources provided do not support the claims of the presentation or are not credible. | Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible. | Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed. | Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment. |
| Thesis Development and Purpose | 5.0% | Not addressed. | Thesis or main claim are insufficiently developed or vague; purpose is not clear. | Thesis or main claim are apparent and appropriate to purpose. | Thesis or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis or main claim is comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 5.0% | Not addressed. | 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. Introduction and conclusion bracket the thesis. Sources used are credible and generally support the claim. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative and clearly support the claim. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative and thoroughly support the claim. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | | Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language. | Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. |
| Paper Format (use of appropriate style format) | 5.0% | Not addressed. | Template is missing key elements or includes pervasive errors. A lack of control with formatting is apparent. | Appropriate template is used, but formatting includes several minor errors. | Appropriate template is fully used. There are very few errors in formatting style. | All template and format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Not addressed. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage | 100% |