ISM 540 TASK 7

CAPSTONERUBRICS.docx

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CAPSTONE RUBRICS

BASIC CAPSTONE RUBRIC ( all capstones are grading using the basic rubric AND will additionally be graded using ONE of the specialty rubrics)

Category	Below Standard	Meets Standard	Exceeds Standard
Problem - Identifies and summarizes the problem/question	Does not identify a problem that will be studied or identifies a problem but does not provide a summary of what it is an issue.	Identifies and summarizes a problem within the field that will be addressed in the capstone project. Provides reasoning why this is important to the field and to the individual.	Identifies and discusses a problem within the field that will be addressed in the capstone project. Provides reasoning why this is important to the field and to the individual. Cites other research on the topic, personal experiences, or data collected that indicate a need for further investigation and/or development.

Literature Review – use of outside sources and citation	· Does not provide necessary information from outside sources · Shows limited evidence of adequate research processes · Lacks proper APA citations	· Acquires adequate information from multiple sources such as print, graphic, internet, computer databases, experimentation, and when appropriate generates primary source information · Supports arguments with detailed evidence, citing sources of information as appropriate using proper APA format	· Acquires extensive and relevant information from multiple sources such as print, graphic, internet, computer databases, experimentation, and when appropriate generates primary source information · Shows evidence that is both extensive and relevant in research processes and uses a variety of appropriate options to enhance report, using proper APA format
Literature Review – Evaluating Information	· Excludes information that is relevant and/or critical that could enhance report · Is unable to differentiate between what is and is not accurate or reliable material	· Includes relevant, accurate, and reliable information appropriate for the topic · Differentiates between what is relevant and credible to understanding of premise/topic. · Uses a range of strategies to elaborate and persuade such as definitions, descriptions, illustrations, and examples from evidence and anecdotes	· Clearly distinguishes the relevancy and reliability of information and its impact on the credibility of topic · Evaluates the accuracy and quality of the information along with sources used to access it
Literature Review – Analyzing and Synthesizing Information	·Includes a basic analysis with little or no attempt at synthesizing information into new knowledge	· Conducts clear analysis of the information gathered · Advances a judgment that is interpretive or analytic	· Conducts a thorough analysis of information and synthesizes it into new knowledge · Advances a judgment that is interpretive, analytical, evaluative, and reflective
Overall Writing Conventions	· Displays intrusive errors in control of most aspects of grammar, paragraph structure, punctuation that detract from the purpose and meaning of writing · Lack a clear introduction and/or closure	· Demonstrates control of grammar, paragraph structure, punctuation, sentence construction, spelling, and usage · Uses appropriate methods of transitions including an introduction and a sense of closure	· Demonstrates exemplary control of grammar, paragraph structure, punctuation, sentence construction, spelling, usage, and mastery of all aspects of writing process · Uses appropriate methods of transition and exhibits an awareness of the importance of precise word choice and imagery
Overall Organization and Structure of Information	· Does not adequately address the core question and/or thesis statement · Fails to organize paper in a format that will enhance over-all integrity of topic and its purpose	· Includes a well-defined thesis statement · Uses a range of appropriate strategies to answer the core question and /or thesis statement · Supplies pertinent facts and details to validate and/or support conceptualization of material	· Uses a wide variety of skilled methods to reply to core question and /or thesis statement in a very substantive and meaningful manner · Provides extensive facts and details: describing or analyzing the subject, comparing and contrasting, naming and explaining benefits and limitations, demonstrating claims or assertions and providing a scenario to illustrate
Distribution of Information in Many Forms	Lacks any attempt at varying the over-all presentation and/or its appearance	Employs an appropriate mix of text, headings, bulleted lists, graphics, tables, charts, print and electronic media to represent the collected and analyzed information	· Expertly and creatively establishes a means of presenting information by employing a variety of methods, which may include use of technology and/or graphics while also highlighting the primary topic
Methodology – participants	Does not discuss participants’ demographics. May disclose participant information that allows for identification.	Discusses who the participants are along with basic demographics. Maintains anonymity of participants.	Describes in detail the participants while maintaining anonymity. Provides information on sex, age, ethnicity, socio economic group, and other details that enrich the research and allow for duplication.
Methodology – data collection	May briefly discuss collecting data but it is not detailed enough for another person to replicate the research. May include tools but does not describe how they are used.	Provides a description of data collection but may be only a list. May not discuss security of data or validation. Provides tools that will be used to collect data.	Provides thorough description of the process in which data will be collected, maintained, and secured. Includes tools used to collect data as well as whether, and how, the tools were validated. Uses validated tools whenever possible.
Methodology – data analysis	Does not provide a discussion of how data is or was analyzed. May provide raw data.	Provides a description of how data will be analyzed and how it was analyzed in the final capstone draft. This includes charts or tables that show analyzed data not merely raw data.	Describes how data will be analyzed and how it was analyzed in the final draft of the capstone. Analysis is thorough with references to the literature and to the research questions. Includes multiple ways to describe and show data. Describes triangulation of data.

Rubric if Designing a Physical Product, Service, or System

(This will include products such as software programs, consumer products, as well as services)

Category	Below Standard	Meets Standard	Exceeds Standard
Design Ideas	· Demonstrates limited ideas for the design, which may not reflect awareness of similar work done by others and relevant design standards and regulation	· Demonstrates clear ideas for the design, which reflects awareness of similar work done by others and relevant design standards and regulations	· Demonstrates sophisticated ideas for the design of the service or system, which reflects awareness of similar work done by others and relevant design standards and regulations
Choices	· Lacks justification of choices made in finalizing the design	· Justifies choices made in finalizing the design in terms of functional, aesthetic, social, economic, and environmental considerations	· Provides detailed justification of choices made in finalizing the design in terms of functional, aesthetic, social, economic, and environmental considerations
Establishing Criteria	· Lacks criteria for evaluation of the product, service or system · Lacks appropriate conventions to represent the product, service or system	· Demonstrates thought in establishing criteria for evaluating the product, service or system · Uses appropriate conventions to represent the design	· Demonstrates considerable thought in establishing criteria for evaluating the product, service, or system · Uses sophisticated conventions to represent the design
Implementation	· Does not provide description of the steps needed to plan and implement the product, service or system. · Lacks evidence of adjustments made to conform with specified standards or regulations regarding quality or safety	· Provides evidence of good planning and implementing of steps needed to create the product, service, or system · Identifies adjustments made to conform with specified standards or regulations regarding quality or safety	· Provides a detailed outline of the planning and implementation steps necessary to create the product, service or system · Describes creative adjustments made to conform with specified standards or regulations regarding quality or safety
Product Evaluation	· Exhibits limited evaluation of the product, service or system in terms of the criteria established in the design proposal and with reference to information gathered · Does not provide sufficient comparisons with similar work done by others	· Provides thoughtful evaluation of the product, service, or system in terms of criteria established in the design proposal and with reference to information gathered · Demonstrates relevant comparisons with similar work done by others	· Provides sophisticated evaluation of the product, service or system in terms of the criteria established in the design proposal and with reference to information gathered · Provides accurate and in-depth comparisons with similar work done by others

Rubric if Designing an Intellectual Product, Service, or System

(This may be a theoretical or applied research paper, a curriculum, training package, etc)

Category	Below Standard	Meets Standard	Exceeds Standard
Design Ideas	· Develops a paper that is not analytical and fails to demonstrate how the ideas for the paper were formulated	· Develops an analytical, critical paper that demonstrates how the ideas for the paper were formulated	· Develops an analytical, critical paper that provides a detailed description of how the ideas for the paper were formulated
Research	· Lacks awareness of similar work done by others in an unacceptable literary form	· Reflects awareness of similar work done by others and presents it in an acceptable literary format	· Reflects thorough understanding of similar work done by others and presents it in a acceptable literary format
Choices	· Lacks justification of choices with little or no references to functional, aesthetic, social, economic, or environmental considerations	· Justifies choices made with reference to functional, aesthetic, social, economic, or environmental considerations	· Demonstrates sophisticated justification of choices with reference to functional, aesthetic, social, economic, or environmental consideration
Establishing Criteria	· Lacks establishment of criteria for analysis, developmental and critiquing of the topic	· Establishes criteria for analysis, developmental and critiquing of the topic	· Establishes detailed criteria for analysis, developmental and critiquing of the topic
Implementation	· Does not establish criteria for analysis, developmental and critiquing of the topic	· Demonstrates evidence of planning and implementing of development of the topic	· Demonstrates sophisticated evidence of planning and implementing of development of the topic
Grammar	· Demonstrates poor use of conventions to establish the topic	· Uses appropriate conventions to establish the topic	· Demonstrates sophisticated use of appropriate conventions to establish the topic
Product Analysis / Evaluation	· Provides insufficient evidence of analytical, critical, and developmental thinking of the topic in terms of research and comparison of similar work done by others	· Demonstrates thoughtful evaluation of analytical, critical, and developmental thinking of the topic in terms of research and comparison of similar work done by others	· Demonstrates sophisticated evaluation of analytical, critical, and developmental thinking of the topic in terms of research and comparison of similar work done by others

Rubric if Improving a System

Category

Below Standard

Meets Standard

Exceeds Standard

Aim of The Project

· Does not clearly explain the intended outcome of the project or provides little information about the problem that was being solved, the need being met, or why the project was selected

· Provides a description of the intended outcome of the project which includes information about the problem that was being solved or the need being met, and why the project was selected

· Provides a detailed intended outcome of the project which includes information about the problem that was being solved or the need being met, and clearly articulates the reasons and decision-making process used to select the project

Structure of

the System

· Does not clearly explain the structure of the system

· Displays little or no attention to the logic, sequence, and operating principles underlying the system in the planning and implementation phases

· Provides a clear explanation of the structure of the system

· Considers the logic, sequence, and operating principles underlying the system

· Provides an excellent explanation of the structure of the system including the logic and sequence

· Makes clear how the principles underlying the system were used to establish criteria for analyzing the system

Analysis of

the System

· Advances a rudimentary analysis and makes little or no attempt to compare and contrast the system to other systems

· Gives little or no consideration to functional, aesthetic, social and environmental requirements

· Provides an analysis of the system that compares and contrasts the system to other system and thoroughly takes into account functional, aesthetic, social and environmental requirements

· Advances an extremely detailed analysis of the system that demonstrates a clear understanding of the functional, aesthetic, social and environmental requirements of the system

· Compares and contrasts the system to other systems and thoroughly takes into account central requirements and underlying principles

Evaluation of the System

· Displays minimal strategies to evaluate the operation of the system, using qualitative methods and/or quantitative methods of performance

· Offers limited descriptions of the strategies used, and/or failed to evaluate the performance of the system at the outset

· Evaluates the operation of the system, using qualitative methods and/or quantitative methods of performance

· Describes the strategies for collecting and recording data and any changes in performance between the current system and the original system

· Insightfully evaluates the operation of the system, using qualitative methods and/or quantitative methods of performance

· Thoroughly describes the strategies used to evaluate and improve the system and includes the collected and recorded data

· Presents the collected and recorded data in a variety of forms and highlights any changes in performance between the current system and the original system, and the factors that contributed to the change in performance

Develops Strategies for Improvement

· Selects inappropriate test strategies for improving the system

· Is unable to connect these strategies back the original data and/or analysis of the system

· Offers effective test strategies for improving the system

· Connects the analysis of data back to the strategies presented, and clearly shows how the strategies flowed from the analysis of data

· Displays comprehensive test strategies for improving the system

· Connects the analysis of data back to all aspects of the strategies presented and clearly shows how the strategies flowed from the analysis of data

Evaluates the Effectiveness of Strategies for Improving the System

· Does not differentiate the effectiveness of the various strategies for improving the system

· Cannot substantiate, with data, how well each strategy worked

· Evaluates the effectiveness of the strategies for improving the system

· Supports the analysis with data and an explanation of how well the results matched the criteria.

· Evaluates the effectiveness of the strategies for improving the system

· Supports the analysis with data and thoroughly connects the explanations of how well the results matched to the criteria used in the evaluation

Rubric if Planning an Event or Activity

Category

Below Standard

Meets Standard

Exceeds Standard

Purpose of

the Project

· Lacks sufficient evidence of use of content standards as a rationale for planning the event or activity

· Utilizes content standards as a basis for the rationale for planning, and as an integrated component of the event or activity

· Presents evidence that references the problem or the need for the event or activity

· Utilizes content standards from a variety of disciplines as a rationale for planning and as integral components of the event or activity

Plan

· Shows insufficient research of relevant precedents and regulations

· Fails to include important details or to reflect the goals of the event or activity in the planning schedule

· Demonstrates that proper research into relevant precedents and regulations has been completed

· Writes a logical and achievable planning schedule that efficiently uses the resources available and reflects the goals of the event or activity

· Demonstrates in-depth research into a broad range of precedents and regulations

· Develops a very detailed planning schedule that facilitates implementation and takes into account the goals of the event or activity

Implementation

· Omits details in schedule or fails to make key steps clear or fails to demonstrate completion of the event or activity

· Fails to adjust the schedule to compensate for unforeseen circumstances

· Uses time, money, people, resources or facilities inefficiently

· Writes a schedule that is clear and easily understood by the intended audience and clearly describes the steps necessary to put the plan into action

· Adjusts the schedule in ways that reflect the established criteria and responds to unforeseen circumstances

· Makes efficient use of time, money, people, resources and facilities

· Writes a schedule that is clear, easily understood by peers, and includes annotations of documentation or background necessary for the various steps of the schedule

· Adjusts the schedule in a manner that reflects reaction as well as anticipation to established priorities and unforeseen circumstances

· Makes excellent use of time, money, people, resources and facilities within the schedule

Results

· Fails to communicate the results of the project, and the criteria used to judge the quality of the design

· Communicates the results of the project and the criteria used to judge the quality of the design

· Communicates the results of the project in a variety of forms and provides a detailed explanation of the criteria used to judge the quality of the design

Evaluation

· Uses inappropriate or insufficient quantitative and/or qualitative methods to evaluate the completion of the event or activity

· Does not include or shows insufficient reflection on recommendations for future events or activities

· Evaluates the completed event using appropriate qualitative and/or quantitative methods in terms of the established criteria

· Makes recommendations for others planning a similar event or activity in the future

· Evaluates the completion of the event or activity using a variety of quantitative and/or qualitative methods

· Makes well-constructed and thoughtful recommendations for planning and organizing subsequent similar events or activities