| |
| GOVT 2305 - Term Project Rubric |
| Instructor's Name: |
| Course and Section: |
| Student Name: |
| 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. |
| 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 formattin 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 |
| Notes: |
Anjali
GOVT_2305_Term_Project_Grading_Rubric1.xlsx
