CJ499:Unit Two
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CJ499PER_Rubrics.xlsxUnit 2 Assignment
| Grading Rubric | ||||||||||
| CJ499-1: Criminological Theory: Use biological, sociological, and psychological criminological theories to understand the reasons individuals commit criminal acts. | ||||||||||
| CJ499-1 is assessed by the Unit 2 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 30 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify the following, but is unsuccessful: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, and 4. Their effects on human behavior and actions. | Student identifies one of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, and 4. Their effects on human behavior and actions. | Student identifies two of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, and 4. Their effects on human behavior and actions. | Student identifies three of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, and 4. Their effects on human behavior and actions. | Student identifies all of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, and 4. Their effects on human behavior and actions. | 5 | 20% | 6 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 30% | 9 | |
| Describe. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to describe the following, but is unsuccessful: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, 4. Their effects on human behavior and actions. | Student describes one of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, 4. Their effects on human behavior and actions. Provides an example of the theory. | Student describes two of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, 4. Their effects on human behavior and actions. Provides an example of each theory and includes a reference to the examples that may include an article, case study, adjudicated case, etc. | Student describes three of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, 4. Their effects on human behavior and actions. Provides example of each theory and includes a reference to the examples that may include an article, case study, adjudicated case, etc. | Student describes all of the following: 1. Biological theories of crime causation, 2. Sociological theories of crime causation, 3. Psychological theories of crime causation, 4. Their effects on human behavior and actions. Provides an example of each theory and includes a reference to the examples that may include an article, case study, adjudicated case, etc. | 5 | 30% | 9 | |
| 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% | 1.5 | |
| 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% | 0.75 | |
| 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% | 0.75 | |||
| 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 | 2.5% | 0.75 | |
| 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 | 5.0% | 1.5 | |
| 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 | 2.5% | 0.75 | |
| 100% | Overall Grading Score: | |||||||||
| 30 | ||||||||||
| 1.2 | ||||||||||
| 1.8 | ||||||||||
| 1.8 | ||||||||||
| 0.3 | ||||||||||
| 0.15 | ||||||||||
| ERROR:#REF! | ||||||||||
| 0.15 | ||||||||||
| 0.15 | ||||||||||
| 0.3 | ||||||||||
| 0.15 | ||||||||||
Unit 3 Assignment
| Grading Rubric | ||||||||||
| CJ499-2: Law: Apply the principles of criminal law and civil liabilities to keep officers and agencies from committing criminal acts and violating civil liabilities. | ||||||||||
| CJ499-2 is assessed by the Unit 3 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 40 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify the following, but is unsuccessful: 1. Four criminal laws that apply to criminal justice practice, and 2. One civil liability of criminal justice agencies, and/or criminal justice practitioners. | Student identifies the following: 1. One criminal laws that apply to criminal justice practice, and/or 2. One civil liability of criminal justice agencies, and/or criminal justice practitioners. | Student identifies the following: 1. Two criminal laws that apply to criminal justice practice, and 2. One civil liability of criminal justice agencies, and/or criminal justice practitioners. | Student identifies the following: 1. Three criminal laws that apply to criminal justice practice, and 2. One civil liability of criminal justice agencies, and/or criminal justice practitioners. | Student identifies all of the following: 1. Four criminal laws that apply to criminal justice practice, and 2. One civil liability of criminal justice agencies, and/or criminal justice practitioners. | 5 | 20% | 8 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 30% | 12 | |
| Apply. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to apply principles of criminal laws and civil liability to criminal justice practice, criminal justice agencies, and/or criminal justice practitioners, but is unsuccessful. | Student applies principles of one criminal laws and/or one civil liability to criminal justice practice, criminal justice agencies, and/or criminal justice practitioners. | Student applies principles of two criminal laws and one civil liability to criminal justice practice, criminal justice agencies, and/or criminal justice practitioners. | Student applies principles of three criminal laws and one civil liability to criminal justice practice, criminal justice agencies, and/or criminal justice practitioners. | Student applies principles of four criminal laws and one civil liability to criminal justice practice, criminal justice agencies, and/or criminal justice practitioners. | 5 | 30% | 12 | |
| 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% | 2 | |
| 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% | 1 | |
| 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% | 1 | |||
| 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 | 2.5% | 1 | |
| 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 | 5.0% | 2 | |
| 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 | 2.5% | 1 | |
| 100% | Overall Grading Score: | |||||||||
| 40 | ||||||||||
| 1.6 | ||||||||||
| 2.4 | ||||||||||
| 2.4 | ||||||||||
| 0.4 | ||||||||||
| 0.2 | ||||||||||
| ERROR:#REF! | ||||||||||
| 0.2 | ||||||||||
| 0.2 | ||||||||||
| 0.4 | ||||||||||
| 0.2 |
Unit 4 Assignment
| Grading Rubric | ||||||||||
| CJ499-3: Research Methods: Use scientific methods to make professional and logical decisions.. | ||||||||||
| CJ499-3 is assessed by the Unit 4 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 50 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify scientific methods of research inquiry, but is unsuccessful. | Student identifies one or two scientific methods of research inquiry. | Student identifies three scientific methods of research inquiry. | Student identifies four scientific methods of research inquiry. | Student identifies five scientific methods of research inquiry. | 5 | 20% | 10 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 30% | 15 | |
| Apply. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to apply knowledge by describing the application of five scientific methods of research inquiry, but is unsuccessful. | Student applies knowledge by describing the application of one or two scientific methods of research inquiry. | Student applies knowledge by describing the application of three scientific methods of research inquiry. | Student applies knowledge by describing the application of four scientific methods of research inquiry. | Student applies knowledge by describing the application of five scientific methods of research inquiry. | 5 | 30% | 15 | |
| 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% | 2.5 | |
| 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% | 1.25 | |
| 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% | 1.25 | |||
| 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 | 2.5% | 1.25 | |
| 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 | 5.0% | 2.5 | |
| 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 | 2.5% | 1.25 | |
| 100% | Overall Grading Score: | |||||||||
| 50 | ||||||||||
| 2 | ||||||||||
| 3 | ||||||||||
| 3 | ||||||||||
| 0.5 | ||||||||||
| 0.25 | ||||||||||
| ERROR:#REF! | ||||||||||
| 0.25 | ||||||||||
| 0.25 | ||||||||||
| 0.5 | ||||||||||
| 0.25 |
Unit 5 Assignment
| Grading Rubric | ||||||||||
| CJ499-4: Leadership: Build relationships within the community by understanding organizational culture, community relations, and theories of behavior. | ||||||||||
| CJ499-4 is assessed by the Unit 5 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 60 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify how the following relate to criminal justice leadership strategies and practice, but is unsuccessful: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student identifies how one of the following relates to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student identifies how two of the following relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student identifies how three of the following relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student identifies how all of the following relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | 5 | 10% | 6 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 20% | 12 | |
| Describe. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to describe the roles of the following as they relate criminal justice leadership strategies and practice, but is unsuccessful: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student describes the role of one of the following as they relate criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student describes the roles of two of the following as they relate criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student describes the roles of three of the following as they relate criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student describes the roles of all of the following as they relate criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | 5 | 20% | 12 | |
| Analyze. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to analyze the roles of the following as they relate to criminal justice leadership strategies and practice, but is unsuccessful: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student analyzes the role of one of the following as they relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student analyzes the roles of two of the following as they relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student analyzes the roles of three of the following as they relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | Student analyzes the roles of all of the following as they relate to criminal justice leadership strategies and practice: 1. Organizational culture, 2. Behavioral theory, 3. Planning, and 4. Community relations. | 5 | 30% | 18 | |
| 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% | 3 | |
| 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% | 1.5 | |
| 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% | 1.5 | |||
| 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% | 1.8 | |
| 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% | 2.1 | |
| 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% | 2.1 | |
| 100% | Overall Grading Score: | |||||||||
| 60 | ||||||||||
| 1.2 | ||||||||||
| 2.4 | ||||||||||
| 2.4 | ||||||||||
| 3.6 | ||||||||||
| 0.6 | ||||||||||
| 0.3 | ||||||||||
| 0.3 | ||||||||||
| 0.36 | ||||||||||
| 0.42 | ||||||||||
| 0.42 | ||||||||||
Unit 6 Assignment
| Grading Rubric | ||||||||||
| CJ499 is assessed by the Unit 6 Essay | ||||||||||
| Points Possible: | ||||||||||
| 70 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify.. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify the central institutions and the most effective tools in international criminal justice, but did not demonstrate a rudimentary understanding of international criminal justice principles or institutions. | Student identifies the basic principles, central institutions and the basic tools used in international criminal justice and defines two functions or interactions of the principles or institutions. | Student identifies, compares and contrasts two of the central institutions and two of the most effective tools in international criminal justice and provides supporting explanation and examples. | Student identifies, compares and contrasts three of the central institutions and three of the most effective tools in international criminal justice and provides supporting explanation and examples. | Student identifies, compares and contrasts four or more of the central institutions and four or more of the most effective tools in international criminal justice and provides supporting explanation and examples. | 5 | 10% | 7 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student did not locate any relevant information related to the central institutions or the most effective tools used in international criminal justice | Student located, identified and applied one relevant pieces of information related to the central institutions and the most effective tools in international criminal justice from academically reliable sources. | Student located and identified relevant information related to the central institutions and the most effective tools in international criminal justice using at two three academically reliable sources other than the provided material. Student properly documented the information used from all sources. | Student located and identified relevant information related to the central institutions and the most effective tools in international criminal justice using three or more discrete academically reliable sources other than the provided material. Student properly documented the information used from all sources. | Student located and identified relevant information related to the central institutions and the most effective tools in international criminal justice using four or more discrete academically reliable sources other than the provided material, and integrated the information into the project flawlessly. Student properly documented the information used from the sources. | 5 | 20% | 14 | |
| Describe. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student did not describe any of the central institutions or most effective tools in international criminal justice but described irrelevant information related to the central institutions and the most effective tools in international criminal justice. | Student described the most basic central institutions and basic tools used in international criminal justices and applied those descriptions to the project; however, the descriptions and application are poorly developed or irrelevant to the project. | Student described at least two relevant basic central institutions and two of the most effective tools used in international criminal justice, but the descriptions are not fully developed and include inaccurate or incomplete information or concepts. | Student described at least three relevant basic central institutions and three of the most effective tools used in international criminal justice with accurate and complete descriptions and provided practical examples of the use of the techniques. The student's descriptions and examples are supported by academically reliable internal sources. | Student thoroughly described four or more of the central institutions and four or more of the most effective tools used in international criminal justice with accurate and complete descriptions and provided practical, detailed examples. The student's descriptions and examples are supported by academically reliable internal and external sources. | 5 | 20% | 14 | |
| Analyze. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to analyze the basic central institutions and the basic tools and principles used in international criminal justice but the analysis is disorganized and unsupported. | Student provides rudimentary analysis of the central institutions and the most effective principles and tools in international criminal justice without addressing core concepts of the institutions, principles or tools. | Student analyzes principles of three central institutions and three of the most effective tools in international criminal justice, including information from two to three reliable outside sources. Analysis is fully developed. | Student analyzes principles of four of the central institutions and four of the most effective tools in international criminal justice including information from at least two reliable outside sources; however, the analysis is not fully developed or exhaustive. | Student thoroughly analyzes principles of four or more of the central institutions and four or more of the most effective tools in international criminal justice, including information from four reliable outside sources and the analysis is fully developed and exhaustive. | 5 | 30% | 21 | |
| 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/or reference page may be missing. Paper is less than half of the required length. | 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 may be missing. Paper is approximately half of the required length. | For the most part, the project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). A title page and reference page are included. Paper meets the length requirements. | 5 | 5% | 3.5 | |||
| Source Attribution | No attempt was made to distinguish between ideas from sources and those of the author. | Ideas from sources are not easily distinguished from those of the author. At times, one or more of the following are used: 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, in-text citations, and/or (when appropriate) quotation marks. | Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations and (when appropriate) quotation marks. | 5 | 2.5% | 1.75 | |||
| 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% | 1.75 | |||
| 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% | 2.1 | |
| 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% | 2.45 | |
| 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% | 2.45 | |
| 100% | Overall Grading Score: | |||||||||
| 70 | ||||||||||
Unit 7 Assignment
| Grading Rubric | ||||||||||
| CJ499-5: Operations: Use available resources to make sound operational decisions for the criminal justice agency. | ||||||||||
| CJ499-5 is assessed by the Unit 7 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 90 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify the following in order to make sound operational decisions in criminal justice agencies, but is unsuccessful: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | Student identifies one of the following in order to make sound operational decisions in criminal justice agencies: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | Left blank intentionally. | Student identifies two of the following in order to make sound operational decisions in criminal justice agencies: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | Student identifies all of the following in order to make sound operational decisions in criminal justice agencies: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | 5 | 20% | 18 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 30% | 27 | |
| Apply. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to describe the application of the following in order to make sound operational decisions in criminal justice agencies, but is unsuccessful: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | Student describes the application of one of the following in order to make sound operational decisions in criminal justice agencies: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | Left blank intentionally. | Student describes the application of two of the following in order to make sound operational decisions in criminal justice agencies: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | Student describes the application of all of the following in order to make sound operational decisions in criminal justice agencies: 1. Pertinent information, 2. Investigative steps, and 3. Resources. | 5 | 30% | 27 | |
| 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% | 4.5 | |
| 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% | 2.25 | |
| 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% | 2.25 | |||
| 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 | 2.5% | 2.25 | |
| 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 | 5.0% | 4.5 | |
| 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 | 2.5% | 2.25 | |
| 100% | Overall Grading Score: | |||||||||
| 90 | ||||||||||
| 3.6 | ||||||||||
| 5.4 | ||||||||||
| 5.4 | ||||||||||
| 0.9 | ||||||||||
| 0.45 | ||||||||||
| ERROR:#REF! | ||||||||||
| 0.45 | ||||||||||
| 0.45 | ||||||||||
| 0.9 | ||||||||||
| 0.45 |
Unit 8 Assignment
| Grading Rubric | ||||||||||
| CJ499-6: Technology: Apply new technology to improve the operations within a criminal justice agency. | ||||||||||
| CJ499-6 is assessed by the Unit 8 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 100 | ||||||||||
| No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | ||
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify the following as it relates to emerging technologies, but is unsuccessful: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case.. | Student identifies one of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | Student identifies two of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | Student identifies three of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | Student identifies all of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | 5 | 20% | 20 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 30% | 30 | |
| Describe. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to describe the following as it relates to emerging technologies, but is unsuccessful: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | Student describes and provides examples of one of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | Student describes and provides examples of two of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software has been beneficial to the prosecution in a criminal case. | Student describes and provides examples of three of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | Student describes and provides examples of all of the following as it relates to emerging technologies: 1. The advantages of computers/software in investigations, 2. Any disadvantages computers/software have on law enforcement, 3. How computers/software programs have been used as tools for criminal enterprise, and 4. How computers/software programs have been beneficial to the prosecution in a criminal case. | 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% | 5.0 | |
| 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% | 2.5 | |
| 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% | 2.5 | |||
| 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 | 2.5% | 2.5 | |
| 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 | 5.0% | 5.0 | |
| 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 | 2.5% | 2.5 | |
| 100% | Overall Grading Score: | |||||||||
| 100 | ||||||||||
| 4 | ||||||||||
| 6 | ||||||||||
| 6 | ||||||||||
| 1 | ||||||||||
| 0.5 | ||||||||||
| ERROR:#REF! | ||||||||||
| 0.5 | ||||||||||
| 0.5 | ||||||||||
| 1 | ||||||||||
| 0.5 |
Unit 9 Assignment
| Grading Rubric | ||||||||||
| CJ499-7: Internationalism: Understand and evaluate worldwide criminal justice systems and enterprises. | ||||||||||
| CJ499-7 is assessed by the Unit 9 Assignment | ||||||||||
| Points Possible: | ||||||||||
| 120 | ||||||||||
| 120 | No Progress | Introductory | Emergent | Practiced | Proficient | Mastery | Grading Score | Relative Weight | Points | |
| 0 | 1 | 2 | 3 | 4 | 5 | |||||
| Identify. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to identify the following related to a culture, but is unsuccessful: 1. The cultures influence on criminal behavior, 2. The cultures influence on systems of justice, and 3. It’s role in transnational crime. | Student identifies one of the following related to a culture: 1. The cultures influence on criminal behavior, 2. The cultures influence on systems of justice, and 3. It’s role in transnational crime. | Left blank intentionally. | Student identifies two of the following related to a culture: 1. The cultures influence on criminal behavior, 2. The cultures influence on systems of justice, and 3. It’s role in transnational crime. | Student identifies, all of the following related to a culture: 1. The cultures influence on criminal behavior, 2. The cultures influence on systems of justice, and 3. It’s role in transnational crime. | 5 | 10% | 12 | |
| Research. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student cited no sources as references | Student used one questionable 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. | Student used two credible sources. | Student used at least three credible sources. | 5 | 10% | 12 | |
| Apply. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to apply knowledge of how a culture impacts the following, but is unsuccessful: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Student applies knowledge of how a culture impacts one of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Left blank intentionally. | Student applies knowledge of how a culture impacts two of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Student applies knowledge of how a culture impacts all of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | 5 | 20% | 24 | |
| Analyze. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to analyze the beliefs of a culture and how they can impact the following, but is unsuccessful: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Student analyzes the beliefs of a culture and how they can impact one of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Left blank intentionally. | Student analyzes the beliefs of a culture and how they can impact two of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Student analyzes the beliefs of a culture and how they can impact all of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | 5 | 20% | 24 | |
| Evaluate. | Student work demonstrates no understanding or progress towards achievement of this outcome. | Student attempts to evaluate the beliefs of a culture and how it impacts the following, but is unsuccessful: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime, but is unsuccessful. | Student evaluates the beliefs of a culture and how it impacts one of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Left blank intentionally. | Student evaluates the beliefs of a culture and how it impacts two of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | Student evaluates the beliefs of a culture and how it impacts all of the following: 1. Criminal behavior, 2. Systems of justice, and 3. Transnational crime. | 5 | 20% | 24 | |
| 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% | 6 | |
| 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 | 2.5% | 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 | 5.0% | 6 | |
| 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 | 2.5% | 3 | |
| 100% | Overall Grading Score: | |||||||||
| 120 | ||||||||||
| 2.4 | ||||||||||
| 2.4 | ||||||||||
| 4.8 | ||||||||||
| 4.8 | ||||||||||
| 4.8 | ||||||||||
| 1.2 | ||||||||||
| 0.6 | ||||||||||
| 0.6 | ||||||||||
| 0.6 | ||||||||||
| 1.2 | ||||||||||
| 0.6 |
