CAP SLP 4

Objective

Student Performance Criteria

Weak

Marginal

Adequate

Strong

Coverage of issues

Demonstrate the ability to clearly and comprehensively describe the   problem and issues addressed in the assignment.

Issue/problem to be considered critically is stated without clarification   or description.¹

Issue/problem to be considered critically is stated but description leaves   some terms undefined, ambiguities unexplored, boundaries undetermined, and/or   backgrounds unknown.

Issue/problem to be considered critically is stated, described, and   clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated clearly and described   comprehensively, delivering all relevant information necessary for full   understanding.

Demonstrate the ability to discern between relevant and non-relevant   information in concisely presenting information for full understanding of the   issue or problem.

Information presented as relevant to the problem is not adequate. Some   critical relevant information is omitted. Some irrelevant information is   presented as relevant.

The information presented is relevant, and marginally adequate to support   the argument. Some relevant information is omitted. No irrelevant information   is presented as relevant.

The information presented is relevant, and fully adequate to support the   argument. No irrelevant information is presented.

All relevant items of information are presented, and both the nature and   degree of their relevance are clearly explained. If some information   available to the reader is superficially relevant, but actually irrelevant,   then the nature of its irrelevance is explained.

Selection & use of evidence

Demonstrate the ability to identify, select, analyze, evaluate and apply   relevant background materials, to include expert opinion, in formulating and   supporting well-reasoned arguments.

Information search is inadequate. Information is taken from background   materials without any interpretation or evaluation. The viewpoints of experts   are taken as fact, and not questioned.

An attempt is made to identify and evaluate relevant background materials.   The information extracted from the background materials is discussed, but the   discussion is not adequate to support a coherent analysis. The viewpoints of   experts are mostly taken as fact, with little questioning.

All relevant background materials are identified. The information   extracted from the materials is subjected to enough interpretation and   evaluation to develop a coherent analysis or synthesis.

Viewpoints of experts are subject to questioning.

All relevant background materials are identified. The information is   extracted from the materials is subjected to thorough interpretation and   evaluation, supporting a coherent, convincing analysis or synthesis.   Viewpoints of experts are thoroughly critiqued.

Analysis of Assumptions & Context

When presenting a position, demonstrate the ability to thoroughly analyze   one’s own and others’ assumptions, and the contexts within which those   assumptions arise.

When presenting a position, the student is aware of the importance of   assumptions, but sometimes confuses assumptions with mere assertions. The   student can identify some contextual elements which give rise to assumptions,   such as environmental, social and temporal factors.

When presenting a position, the student questions some assumptions, and identifies   several contextual elements relating to those assumptions. May be more aware   of others' assumptions than one's own (or vice versa).

When presenting a position, Identifies and interrogates one's own   assumptions, as well as those of others. Discusses relevant contextual   elements relating to those assumptions.

Thoroughly (systematically and methodically) analyzes own and others'   assumptions when presenting a position. Presents and prioritizes all the   relevant contextual elements relevant to those assumptions.

Student’s Position

Demonstrates imagination in developing a position (perspective,   thesis/hypothesis), taking into account the complexities of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is   simplistic and obvious. The complexities of the issue are mostly ignored.

Specific position (perspective, thesis/hypothesis) is indicative of some   careful thought, and acknowledges some of the complexities of the issue.

Specific position (perspective, thesis/hypothesis demonstrates creativity.   The complexities of the issue are fully elucidated.

The specific position (perspective, thesis/hypothesis) offered is   imaginative, taking into account all the complexities of the issue. The   position is novel and counter-intuitive.

Demonstrates the ability to synthesize others’ points of view within   position (perspective, thesis/hypothesis) and to consider the limits of the   position (perspective, thesis/hypothesis).

Others' points of view are ignored in formulating the position. The limits   of the position, to include its domain of applicability, are ignored.

Others' points of view are acknowledged, but not analyzed with respect to   the issue. The position's domain of applicability is recognized as having   limits, but those limits are not explored.

Others' points of view that support the position are incorporated into the   argument. Opposing points of view are either ignored or minimized. Some   attempt is made to delimit the domain of the position.

Others' points of view with respect to the position are acknowledged, and   the extent to which they support or fail to support the position are clearly   explained. If others' points of view fail to support the position, those   points of view are presented, analyzed and refuted. The domain of   applicability is clearly delineated.

Conclusions

Demonstrates ability to logically formulate and present conclusions from   that reflect student’s informed evaluation.

Conclusion is inconsistently tied to some of the information discussed;   related outcomes (consequences and implications) are oversimplified.

Conclusion is logically tied to information, because information is chosen   to fit the desired conclusion; some related outcomes (consequences and   implications) are identified clearly.

Conclusion is logically tied to a range of information, including opposing   viewpoints; related outcomes (consequences and implications) are identified   clearly.

Conclusions and related outcomes (consequences and implications) are   logical and reflect student’s informed evaluation and ability to place   evidence and perspectives discussed in priority order.