term

GOVT 2306 - Term Project Rubric Instructor's Name: Course and Section: Student Name:

Step 1: Requirements Yes - Eligible for Grading No - Incomplete

Sources Utilized a minimum of 3 peer-reviewed journal articles that were less than 10 years old and more than 5 pages of content.

Criteria not met.

Amount of Information Minimum writing criteria was met without cited information. Criteria not met when cited text was removed.

Topic Selection Topic met assignment guidelines. Criteria not met.

Step 2: Grading Criteria 4 3 2 1 or 0 Score

Understanding Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding.

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Issue/problem to be considered critically is stated without clarification or description.

Analysis Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus.

Organizes evidence to reveal important patterns, differences, or similarities related to focus.

Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities.

Lists evidence, but it is not organized and/or is unrelated to focus.

Depth and Critical Thinking

Main points well developed with high quality and quantity support. Reveals high degree of critical thinking.

Main points well developed with quality supporting details and quantity. Critical thinking is weaved into key points.

Main points are present with limited detail and development. Some critical thinking is present.

Main points lack detailed development. Ideas are vague with little evidence of critical thinking.

Conclusions Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Formatting and Mechanics

All formatting requirements were met. No technical writing, grammatical, spelling or punctuation errors.

Most formatting requirements were met. Almost no technical writing, grammatical, spelling or punctuation errors.

A few formatting requirements were met. A few technical writing, grammatical spelling, or punctuation errors.

Most formatting requirements were not met. Many technical writing, grammatical, spelling, or punctuation errors.

Total: x 5 = /100 x 3.5 =

/350