week3: Qualitative Data Collection Instrument

Criterion

4 (Expert)

3 (Proficient)

2 (Fair)

1 (Poor)

I. Critical and reflective thinking capable of facilitating institutional, informational technology, or business related problem-solving or school/ college improvement

Critically analyzed the topic. Discussion of the topic was extensive and anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Meaning of the analysis was summarized.

Critically analyzed the topic. Discussion of the topic was anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Either the analysis or summary lacked some level of detail.

Somewhat critically analyzed the topic. Discussion of the topic was minimally anchored in fact and reason. Information about significant aspects of the topic were somewhat analyzed from the perspective of key related concepts. Analysis and summary included but lacks a significant level of analysis and discussion.

Minimally discussed the topic without supporting facts and reasons. Poor organization of the information and limited level of detail.

II. Consideration for the impact of leadership, information technology, or business on institutional constituents.

Demonstrates an extensive understanding of the topic’s relationship to leadership, information technology, or business.

Demonstrates a good understanding of the topic’s relationship to leadership, information technology, or business.

Demonstrates a fair understanding of the topic’s relationship to leadership, information technology, or business.

Demonstrates a minimal understanding of the topic’s relationship to leadership, information technology, or business.

III. Effective analytical and communication skills

Demonstrates a professional level of skills associated with formatting, grammar, spelling, syntax, and use of numbers.

Demonstrates acceptable skills associated with formatting, grammar, spelling, syntax, and use of numbers.

Needs minor improvement in skills associated with formatting, grammar, spelling, syntax, and use of numbers.

Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.

IV. Knowledge of genres, paradigms, theories, literature or trends in business, criminal justice, education, English, health sciences, history, information technology, math, nursing, psychology, religion, or student personnel services.

Subject is identified, realistic, and grounded in a recognized genre, paradigm, theory, literature, or trend.

Subject is identified and is realistic, but it lacks grounding in a recognized genre, paradigm, theory, literature, or trend.

Subject is identified but is not realistic or grounded in a recognized genre, paradigm, theory, literature, or trend.

Subject area is not established.

V. Required Components of the assignment as listed in the assignment directions.

All required parts of the assignment as listed in the assignment directions are included.

Minor information is missing from the required components of the assignment as listed in the assignment directions.

Significant information is missing from the required components of the assignment as listed in the assignment directions.

The assignment lacks the detail needed to meet the requirements for the components of the assignment as listed in the assignment directions.