assignment

Criteria

Levels of Achievement

Content

Advanced

Proficient

Developing

Not Present

Thesis Statement & Coherence

28 to 30 points

Title, abstract, introduction, thesis statement, and conclusion are well-constructed, are coherently aligned, and are supported throughout the body of the paper.

25 to 27 points

A thesis statement is introduced; it aligns with topics in the title, body of the paper, and conclusion.

1 to 24 points

The thesis statement is poorly introduced, is vaguely stated, and/or does not align with the title and/or body of the paper.

0 pts

Not present

Background & Context

28 to 30 points

Thorough contextual background is presented that is directly relevant to the ideas and actions of the educational thinker.

25 to 27 points

Basic contextual background is presented that is mostly relevant to the ideas and actions of the educational thinker.

1 to 24 points

Contextual background is inadequate or is, to some degree, irrelevant to the ideas and actions of the educational thinker.

0 pts

Not present

Analysis

55 to 60 points

PHILOSOPHY: Conveys a clear understanding of the philosopher’s beliefs on the purpose and outcome of education.

PRACTICE: Thoroughly describes an instructional practice/teaching model, explaining the purpose/vision for why it was implemented.

DIVERSITY: Addresses clearly and integrates effectively the consideration of diversity in the philosopher’s overall beliefs with implications for individuals and society.

CRITIQUE: Identifies and compares opposing and other supporting views both of contemporaries and of analysts who came after the philosopher in light of a biblical worldview. Implications for current educational practice and conclusions are synthesized, properly representing the philosophy supported throughout the manuscript.

50 to 54 points

PHILOSOPHY: The philosopher’s purpose and outcome of education is outlined, and a basic notion of the philosopher’s theoretical and metaphysical aspects are introduced.

PRACTICE: Describes a basic instructional practice/teaching model, explaining the purpose/vision for why it was implemented.

DIVERSITY: Addresses the consideration of diversity in the overall philosophical argument but may not effectively relate it to the overall philosophical beliefs or to implications for individuals and/or society.

CRITIQUE: Identifies and explains opposing or supporting views of contemporaries or of analysts who came after the philosopher but may not have done so in light of a biblical worldview. Conclusion reiterates main points of the paper.

1 to 49 points

PHILOSOPHY: The section reports basic beliefs held by the philosopher, but they may not be conveyed with clarity and/or are not directly related to the purpose or outcome of education.

PRACTICE: Instructional philosophy/teaching model is vague at points and/or does not explain the purpose for implementation.

DIVERSITY: Diversity issues or the lack thereof are not properly addressed with implications to the individual and/or society.

CRITIQUE: Identifies opposing or supporting views of contemporaries or of analysts who came after the philosopher but may not have done so in light of a biblical worldview; and/or a sufficient explanation of other views is vague or lacks development; and/or conclusion does not align with the introduction, thesis statement, title, and body of the paper.

0 pts

Not present

Structure

Advanced

Proficient

Developing

Not present

APA, Mechanics, Length

28 to 30 points

Paper is free of mechanical and APA errors. 100% of the length requirement is met.

25 to 27 points

Few mechanical and/or APA errors exist. Length of the paper is met by 90% to 99%.

1 to 24 points

Several mechanical and/or APA errors exist. Length of the paper is met by less than 90%.

0 pts

Not present