CJ345: Unit 6
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CJ345_Unit6_Assignment_Rubrics.xlsxNote About the Excel File
| Note About the Excel File: | |||||||||||
| The rubric spreadsheets have been protected so that the content of the rubrics cannot be modified. | |||||||||||
| However, you are able to use the calculation functions of the rubrics. | |||||||||||
| The below example shows how in the protected rubric, you are able to modify the assessment score for the "Identify the elements that constitute…" criterion, | |||||||||||
| as well as the grading scores for the grading-specific criteria (shaded in orange below). | |||||||||||
| Grading Rubric | |||||||||||
| Outcome is assessed by the Unit 3 Matching Project | |||||||||||
| Points Possible: | |||||||||||
| 75 | |||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | |||
| 0 | 1 | 2 | 3 | 4 | 5 | ||||||
| Identify the elements that constitute the three phases of the criminal justice system | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student only identifies one or two of the phases. | Student identifies all three phases. | Student identifies and provides a very basic description of each phase. | Student clearly identifies all three phases of the criminal justice system and provides a thorough understanding of each phase. | Student clearly identifies all three phases of the criminal justice system, provides a thorough understanding of each phase and demonstrates how to apply each phase. | 5 | 60% | 45 | ||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 10% | 7.5 | ||
| Format | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. | Organization and structure are not easy to follow and interfere with meaning. | Organization and structure developing but still some illogic in flow. | Organization and structure are clear but presentation could be more precise. | Organization and structure of the paper are clear and easy to follow. | 5 | 10% | 7.5 | ||
| Style | Student work demonstrates no understanding or progress towards achievement of this outcome. | Analysis is disjointed and lacks transition of thought. | Paragraph and sentence transitions need significant improvement. | Transition of thoughts needs some improvement. | Minor flaw(s) in flow of analysis. | Logical flow of ideas. | 5 | 10% | 7.5 | ||
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. | Random, choppy, and/or awkward language significantly detracts from analysis. | Language ordinary, imprecise, and/or lacks interest or precision. | Language functional, appropriate, and acceptable. | Variety of sentence length and structure. Language rich, precise, and vivid. | 5 | 10% | 7.5 | ||
| Overall Grading Score: | |||||||||||
| 75 | |||||||||||
Unit 1 Assignment
| Grading Rubric | ||||||||||
| CJ345-1: Analyze organizational culture, behavioral theory, and community relations in the supervision of criminal justice entities. | ||||||||||
| Unit 1 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify elements of the SARA model of problem oriented policing as it applies to criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student is able to identify one or two elements of the SARA model correctly and provides a weak implementation plan. | Student is able to identify all elements of the SARA model correctly, but provides a weak implementation plan. | Student is able to moderatly utilize the SARA model to evaluate the implementation of a plan to address this issue with the Town Council at its next meeting, with three or four errors. | Student is able to moderatly utilize the SARA model to evaluate the implementation of a plan to address this issue with the Town Council at its next meeting, with one or two errors. | Student is able to fully utilize the SARA model to evaluate the implementation of a plan to address this issue with the Town Council at its next meeting. | 5 | 20% | 20 | |
| Research | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student used only the text material as references | Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor | Student used one credible resource beyond the text material | Student used at least two credible sources beyond the text material | Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used | 5 | 20% | 20 | |
| Apply elements of the SARA model of problem oriented policing as it applies to criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student is able to identify one or two elements of the SARA model correctly and does not apply it to criminal justice entities. | Student is able to identify all elements of the SARA model correctly, but provides a weak application to criminal justice entities. | Student is able to identify all elements of the SARA model correctly and provides a moderate application to criminal justice entities. | Student is able to identify all elements of the SARA model correctly and provides a strong application to criminal justice entities with one or two errors. | Student is able to identify all elements of the SARA model correctly and provides a strong application to criminal justice entities with no errors. | 5 | 20% | 20 | |
| Analyze elements of the SARA model of problem oriented policing as it applies to criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student is able to identify one or two elements of the SARA model correctly and does not analyze the elements in relation to criminal justice entities. | Student is able to identify all elements of the SARA model correctly, but provides a weak analysis to criminal justice entities. | Student is able to identify all elements of the SARA model correctly and provides a moderate analysis to criminal justice entities. | Student is able to identify all elements of the SARA model correctly and provides a strong analysis to criminal justice entities with one or two errors. | Student is able to identify all elements of the SARA model correctly and provides a strong analysis to criminal justice entities with no errors. | 5 | 20% | 20 | |
| Formatting/Layout | The project was not submitted. | The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. | 5 | 5.0% | 5 | |
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. | Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. | Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. | Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. | 5 | 2.5% | 3 | |
| Source Use/Integration | No outside sources were used. | Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment. | 5 | 2.5% | 3 | |||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 3% | 3 | |
| Organization | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. | Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. | Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. | Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. | Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. | 5 | 4% | 4 | |
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. | Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. | Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. | Language functional, appropriate, and acceptable. Written for the appropriate audience. | Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. | 5 | 3% | 3 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
| 4 | ||||||||||
| 4 | ||||||||||
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| 1 | ||||||||||
| 0.5 | ||||||||||
| 0.5 | ||||||||||
| 0.6 | ||||||||||
| 0.7 | ||||||||||
| 0.6 | ||||||||||
Unit 2 Assignment.
| Grading Rubric | ||||||||||
| CJ345-2: Evaluate the implementation of problem-oriented policing within criminal justice entities. | ||||||||||
| Unit 2 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify elements of organizational culture, behavioral theory, and community relations. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempted to identify the elements of org culture, behavioral theory and community relations but could not correctly do so. | Student was able to identify the elements, but no correlation between them. | Student was able to identify elements of each category and how they work together, with minor errors. | Student was able to identify elements of each category and establish the correlation of culture, theory and relations. | Student identified ways in which each category works together for a successful organization and indicated the elements that are necessary for success. | 5 | 15% | 15 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student used only the text material as references | Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor | Student used one credible resource beyond the text material | Student used at least two credible sources beyond the text material | Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used | 5 | 20% | 20 | |
| Apply knowledge of organizational culture, behavioral theory, and community relations to the supervision of criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student failed to indicate successful application of the elements to supervision in criminal justice. | Student was able to indicate some knowledge but had difficulty applying that information to supervision. | Student was able to apply their knowledge to basic concepts of supervision in criminal justice. | Student was able to not only apply theory and information from research, they were able to indicate appropriate theories and practices specifically related to criminal justice supervision. | Student correctly applied multiple concepts regarding theory, culture and relations to supervision in multiple aspects of criminal justice. | 5 | 15% | 15 | |
| Analyze organizational culture, behavioral theory, and community relations in the supervision of criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student showed no ability to analyze the relationship between these elements and criminal justice entities. | Student attempts at analysis fall short of practical applications relative to criminal justice entities. | Student was able to analyze fundamental concepts with no expressive thoughts or comparisons indicating extensive analysis or application. | Student analyzes concepts relative to criminal justice on an individual basis for supervision, but was complete and thorough in analysis. | Student was able to analyze the concepts in conjunction with each other, taking into account understanding and application in the analysis portion. | 5 | 30% | 30 | |
| Formatting/Layout | The project was not submitted. | The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. | 5 | 5% | 5 | |
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. | Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. | Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. | Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. | 5 | 2.5% | 3 | |
| Source Use/Integration | No outside sources were used. | Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment. | 5 | 2.5% | 3 | |||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 3.0% | 3 | |
| Organization | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. | Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. | Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. | Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. | Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. | 5 | 3.5% | 4 | |
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. | Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. | Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. | Language functional, appropriate, and acceptable. Written for the appropriate audience. | Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. | 5 | 3.5% | 4 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
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| 0.5 | ||||||||||
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| 0.7 | ||||||||||
Unit 4 Assignment
| Grading Rubric | ||||||||||
| CJ345-3: Analyze behavioral theory as it relates to the supervison of criminal justice entities. GEL-1.2: Demonstrate college-level communication through the composition of original materials in Standard English. | ||||||||||
| Unit 4 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Analyze behavioral theory as it relates to the supervision of criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student showed no ability to analyze the relationship between these elements and criminal justice entities. | Student attempts at analysis fall short of practical applications relative to criminal justice entities. | Student was able to analyze fundamental concepts with no expressive thoughts or comparisons indicating extensive analysis or application. | Student analyzes concepts relative to criminal justice on an individual basis for supervision, but was complete and thorough in analysis. | Student was able to analyze the concepts in conjunction with each other, taking into account understanding and application in the analysis portion. | 5 | 60% | 60 | |
| GEL 1.2: Demonstrate college-level communication through the composition of original materials in Standard English. | Student work does not yet demonstrate an understanding or progress towards achievement of this outcome. Some content may be plagiarized. | Student work has a viewpoint but it is not clearly stated and the work may reveal a lack of coherence and originality. The use of Standard English is lacking. There are significant problems with content, organization, format and mechanics. | Student work uses Standard English and shows coherence, order and some originality, but may not include a clear viewpoint and purpose. Work synthesizes factual support, but lacks organization throughout the assignment. The work also includes one or two significant gaps in content, does not demonstrate transitions, and has some problems with format and mechanics. | Student work is in Standard English and demonstrates the use of a clear viewpoint and purpose. The work is original, well ordered and coherent on the whole. While content is thorough and well defined there may one or two minor errors of omission. There may also be minor errors of organization, style, and mechanics. | Student work includes clearly established and sustained viewpoint and purpose. Assignment is in Standard English and demonstrates clear organization. Communication is very well ordered, logical and unified, as well as original and insightful. The work displays superior content, organization, style, and mechanics. | Student work includes a highly developed viewpoint and purpose. Assignment is in Standard English and demonstrates superior organization. Communication is highly ordered, logical and unified. The assignment displays exceptional content, organization, style and mechanics. | 5 | 20% | 20 | |
| Formatting/Layout | The project was not submitted. | The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. | 5 | 5% | 5 | |
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. | Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. | Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. | Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. | 5 | 2.5% | 3 | |
| Source Use/Integration | No outside sources were used. | Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment. | 5 | 2.5% | 3 | |||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 3.0% | 3 | |
| Organization | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. | Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. | Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. | Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. | Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. | 5 | 3.5% | 4 | |
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. | Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. | Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. | Language functional, appropriate, and acceptable. Written for the appropriate audience. | Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. | 5 | 3.5% | 4 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
| 1 | ||||||||||
| 0.5 | ||||||||||
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| 0.5 | ||||||||||
| 0.6 | ||||||||||
| 0.7 | ||||||||||
| 0.7 | ||||||||||
| 20 | ||||||||||
| 0 | ||||||||||
Unit 6 Assignment.
| Grading Rubric | ||||||||||
| CJ345-4: Evaluate performance measurement within criminal justice entities. GEL-7.6: Apply ethical rules governing the field of study. PC-4.2: Demonstrate an understanding of the impact on how one’s perspective toward multiculturalism and diversity impacts an organization. | ||||||||||
| Unit 6 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| GEL-7.6: Apply ethical rules governing the field of study. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student work demonstrates the ability to identify the ethical rules that govern the student field of practice or study. | Student work demonstrates the ability to identify the ethical rules that govern the student field of practice or study and the ethical reasoning behind the rules based on supporting ethical theory. | Student work demonstrates the ability to identify the ethical rules that govern the student field of practice or study, the ethical reasoning behind the rules based on supporting ethical theory, and applies the appropriate governing rule to the appropriate issue or setting. | Student work demonstrates the ability to identify the ethical rules and supporting ethical reasoning’s that govern the student field of practice or study, applies them to the appropriate issue or setting, and predicts outcomes for compliance and non-compliance. | Student work demonstrates the ability to identify the ethical rules and supporting ethical reasoning’s that govern the student field of practice or study, applies them to the appropriate issue or setting, predicts outcomes for compliance and non-compliance, and applies this understanding towards the formulation of more ethical rules and/or changes in existing ethical rules. | 5 | 30% | 30 | |
| PC-4.2: Demonstrate an understanding of the impact of how one's perpsective toward multicultralism and diversity impacts an organization. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student work demonstrates the ability to identify a multiculturalism and diversity issue in a professional setting. | Student work demonstrates the ability to articulate a multiculturalism and diversity perspectives in a professional setting. | Student work demonstrates the ability to examine one’s own multiculturalism and diversity perspectives. | Student work demonstrates the ability to examine one’s own multiculturalism and diversity perspectives. | Student work demonstrates the ability to examine one’s own multiculturalism and diversity perspectives and apply this knowledge to the professional setting. | 5 | 20% | 20 | |
| Identify the theories required to be successful in supervisory practices. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student was unable to correctly identify any theories relating to successful supervision. | Work submitted demonstrates progress towards theory identification, however, submitted work shows no application of theory to supervisory practices. | Student work indicates an accurate identification of supervisory theory. | Work submitted by student demonstrates an ability to correctly identify various theories required to be a successful supervisor . | Student work submitted correctly identifies theories of supervision that can then be applied to supervisory practices in criminal justice organizations. | 5 | 30% | 30 | |
| Formatting/Layout | The project was not submitted. | The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. | 5 | 5.0% | 5 | |
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. | Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. | Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. | Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. | 5 | 2.5% | 3 | |
| Source Use/Integration | No outside sources were used. | Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment. | 5 | 2.5% | 3 | |||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 3% | 3 | |
| Organization | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. | Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. | Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. | Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. | Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. | 5 | 4% | 4 | |
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. | Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. | Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. | Language functional, appropriate, and acceptable. Written for the appropriate audience. | Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. | 5 | 3% | 3 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
| 6 | ||||||||||
| 6 | ||||||||||
| ERROR:#REF! | ||||||||||
| ERROR:#REF! | ||||||||||
| 1 | ||||||||||
| 0.5 | ||||||||||
| 0.5 | ||||||||||
| 0.6 | ||||||||||
| 0.7 | ||||||||||
| 0.6 | ||||||||||
Unit 8 Assignment
| Grading Rubric | ||||||||||
| CJ345-5: Evaluate the role supervisors play in the maintenance of good order within criminal justice agencies. | ||||||||||
| Unit 8 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Analyze the role supervisors play to maintaining good order within criminal justice agencies. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student showed no ability to analyze the role of supervisors or the need for supervisors to maintain good order. | Student attempted analysis of this concept but was unable to show an understanding of the application or analysis of the roles. | Student was able to analyze the fundamental role of supervisors in maintaining good order in criminal justice organizations. | Student not only analyzed concept of supervision, but student was able to show analysis and application of the role. | Student was able to analyze the supervisory role in conjunction with the need for good order within criminal justice organizations. | 5 | 40% | 40 | |
| Evaluate the role supervisors play in the maintenance of good order within criminal justice agencies . | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student was unable to evaluate the role of supervisors and was unable to make correlation with good order. | Student was able to show an understanding of the role of supervisors, but evaluation of the role is lacking. | Student was able to evaluate the role of supervisors in relation to criminal justice organizations and the maintenance of good order. | Student was able to correctly evaluate the role of supervisors in maintaining good order and was able to identify appropriate theories and concepts that supervisors may use to be successful. | Student was able to evaluate the role of supervisors in maintenance of good order and was also able to indicate why the role of supervisors is so important to the maintenance of good order within criminal justice organizations. | 5 | 40% | 40 | |
| Formatting/Layout | The project was not submitted. | The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. | 5 | 5.0% | 5 | |
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. | Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. | Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. | Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. | 5 | 2.5% | 3 | |
| Source Use/Integration | No outside sources were used. | Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment. | 5 | 2.5% | 3 | |||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 3% | 3 | |
| Organization | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. | Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. | Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. | Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. | Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. | 5 | 4% | 4 | |
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. | Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. | Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. | Language functional, appropriate, and acceptable. Written for the appropriate audience. | Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. | 5 | 3% | 3 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
| 1 | ||||||||||
| 0.5 | ||||||||||
| ERROR:#REF! | ||||||||||
| ERROR:#REF! | ||||||||||
| 0.5 | ||||||||||
| 0.6 | ||||||||||
| 0.7 | ||||||||||
| 0.6 | ||||||||||
| 19.9 | ||||||||||
| 0 | ||||||||||
Unit 9 Assignment
| Grading Rubric | ||||||||||
| CJ345-6: Analyze training and the application of leadership theories within criminal justice entities. | ||||||||||
| Unit 9 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Analyze training and the application of leadership theories within criminal justice entities. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student showed no ability to analyze the relationship between these elements and criminal justice entities. | Student attempts at analysis fall short of practical applications relative to criminal justice entities. | Student was able to analyze fundamental concepts with no expressive thoughts or comparisons indicating extensive analysis or application. | Student analyzes concepts relative to criminal justice on an individual basis for supervision, but was complete and thorough in analysis. | Student was able to analyze the concepts in conjunction with each other, taking into account understanding and application in the analysis portion. | 5 | 80% | 80 | |
| Formatting/Layout | The project was not submitted. | The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. | The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)--errors are not egregious. The title page or reference page are included but may contain formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. | The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. | 5 | 5.0% | 5 | |
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. | Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. | Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. | Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. | 5 | 2.5% | 3 | |
| Source Use/Integration | No outside sources were used. | Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. | Quantity and type of sources adhere to the requirements of the assignment. | 5 | 2.5% | 3 | |||
| Mechanics | Student work demonstrates no understanding or progress towards achievement of this outcome. | Grammatical, punctuation, and spelling errors pervasive and distracting. | Grammatical, punctuation, and spelling errors significant and distracting. | Frequent grammatical, punctuation, and spelling errors. | Minor grammatical, punctuation, and spelling errors. | Technically flawless, mechanically and grammatically correct. | 5 | 3% | 3 | |
| Organization | Student work demonstrates no understanding or progress towards achievement of this outcome. | Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. | Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. | Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. | Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. | Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. | 5 | 4% | 4 | |
| Language | Student work demonstrates no understanding or progress towards achievement of this outcome. | Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. | Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. | Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. | Language functional, appropriate, and acceptable. Written for the appropriate audience. | Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. | 5 | 3% | 3 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
| 16 | ||||||||||
| ERROR:#REF! | ||||||||||
| ERROR:#REF! | ||||||||||
| ERROR:#REF! | ||||||||||
| 1 | ||||||||||
| 0.5 | ||||||||||
| 0.5 | ||||||||||
| 0.6 | ||||||||||
| 0.7 | ||||||||||
| 0.6 | ||||||||||
