Week 5 Assignment

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Assignment 5 Rubric

Grading Rubric: Assignments 15 possible points per Assignment

All written assignments will be scored on three indicators (Responsiveness, Content Knowledge, and Quality of Writing).

Criteria

1 Emerging

2–3 Progressing

4–5 Meets Standard

6 Exemplary

RESPONSIVENESS Did the student

respond adequately to the paper or writing assignment?

(6 points)

The paper or

writing assignment is unresponsive to

the requirements given in the instructions. The

content misses the point of the assigned or

selected topic; and/or relies primarily on

anecdotal evidence (e.g., largely comprised

of student opinion); and/or contains little or

no evidence that the student has read, viewed, and

considered the Learning Resources in the

course and/or that the paper topic connects in

a meaningful way to the course content.

The paper or writing

assignment is somewhat responsive to the requirements given in the

instructions. Content somewhat misses the point of the assigned or

selected topic; and/or lacks in substance, relying more on

anecdotal than scholarly evidence (e.g., largely comprised of student

opinion); and/or contains minimal evidence that the student has read,

viewed, and considered the Learning Resources in the course and/or that

the paper topic connects in a meaningful way to the course content.

The paper or writing

assignment is responsive to and meets the

requirements given in the instructions. It responds to the

assigned or selected topic; is substantive and evidence based;

and demonstrates clearly that the student has read,

viewed, and considered the Learning Resources

in the course and that the paper topic connects in a

meaningful way to the course content.

The paper or writing

assignment is responsive to and exceeds the

requirements given in the instructions. It responds to the assigned or

selected topic; demonstrates insight beyond what is

required in some meaningful way (e.g., ideas contribute a new

dimension to what is known about the topic, unearths something

unanticipated, etc.); is substantive and evidence-based; and

demonstrates clearly that the student has read, viewed, and

considered the Learning Resources in the course and that the paper topic

connects in a meaningful way to the course content.

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Criteria

1 Emerging

2–3 Progressing

4–5 Meets Standard

6 Exemplary

CONTENT

KNOWLEDGE

Does the content

of the paper or

writing assignment

demonstrate an

understanding of

the important

knowledge the

paper/assignment

is intended to

demonstrate?

(6 points)

The paper or writing assignment demonstrates lack

of understanding and little or no application of the concepts and

issues presented in the course; and/or is

inaccurate and contains many omissions and/or

errors; and/or provides no examples or

irrelevant examples; and/or demonstrates no

thought-provoking ideas or original thinking and/or

critical thinking; and/or contains many critical errors

when applying knowledge, skills, or strategies

presented in the course.

The paper or writing assignment demonstrates minimal

understanding and little application of concepts and issues presented in the

course. W hile it is generally accurate, it displays some

omissions and/or errors; and/or few and/or irrelevant

examples; and/or few if any thought-provoking ideas and little original

thinking; and/or “regurgitated” knowledge rather than

critical thinking; and/or little mastery of skills and/or numerous

errors when using the knowledge, skills or strategies presented in

the course.

The paper or writing assignment demonstrates basic

understanding and application of the concepts and issues presented in the

course, demonstrating that the student has absorbed the general

principles and ideas presented. It includes relevant examples,

thought-provoking ideas and interpretations, some

original thinking and critical thinking, and mastery and

application of knowledge and skills or strategies

presented in the course.

The paper or writing assignment demonstrates in-depth

understanding and application of concepts and issues presented in the course

(e.g., insightful interpretations or analyses; accurate and

perceptive parallels, ideas, opinions, and conclusions), showing

that the student has absorbed the general principles and ideas

presented and makes inferences about the concepts/issues or

connects to them to other ideas. It includes rich and relevant

examples; thought- provoking ideas and interpretations; original

thinking, new perspectives, and critical thinking; and

mastery and thoughtful/accurate application of

knowledge and skills or strategies presented in the course.

Criteria

.5 Emerging

1 Progressing

2 Meets Standard

3 Exemplary

QUALITY OF WRITING

Does the student demonstrate graduate-level

writing in the paper or written assignment?

(3 points)

Writing is well below graduate-

level writing expectations. The paper/assignment

uses unclear and inappropriate language; and/or

has many errors in spelling, grammar, and syntax; and/or

lacks organization in a way that creates confusion for the

reader; and/or contains many direct quotes from original

source materials; and/or consistently

Writing is somewhat below graduate-level

writing expectations. The paper/assignment uses language that is

unclear and/or inappropriate; and/or has more than occasional

errors in spelling, grammar, and syntax; and/or is poorly

organized; and/or is at times unclear and confusing; and/or has

some problems with logical flow; and/or reflects an underuse of

original language and an overuse of direct quotes

Writing is scholarly and meets

graduate-level writing expectations. The

paper/assignment uses language that is clear; has few errors

in spelling, grammar, and syntax; is well organized, logical,

and clear; uses original language and uses direct

quotes only when necessary and/or appropriate; provides

information about a source when citing or

Writing is scholarly and exceeds

graduate-level writing expectations. The

paper/assignment uses language that is clear, concise,

and appropriate; has few if any errors in spelling, grammar,

and syntax; is extremely well organized, logical,

clear, and never confuses the reader; uses a

preponderance of original language

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and poorly

paraphrases rather than using original language; and/or

lacks information about a source when citing or

paraphrasing it; and/or demonstrates significant problems

adhering to APA style.

and paraphrases; and/or

sometimes lacks information about a source when citing or

paraphrasing it; and/or demonstrates problems adhering to APA style.

paraphrasing it; and

adheres to APA style with few mistakes.

and uses direct

quotes only when necessary and/or appropriate;

provides information about a source when citing or

paraphrasing it; and adheres to APA style with few or no

mistakes.