| Course Code | Class Code | Assignment Title | Total Points |
| EDL-827 | EDL-827-O501 | Benchmark - Comparison Paper: Unified and K-8/Union High School Districts | 230.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Group 1 | 100.0% |
| Compare the Governance and Structure Between a Unified School District and a K-8 or High School District (Benchmarks C7.2: Analyze the governance and structure of K-12 educational institutions including both internal and external frameworks and the leadership practices required in these areas.) | 20.0% | A comparison of the governance and structure between a unified school district and a K-8 or high school district is not presented. | A comparison of the governance and structure between a unified school district and a K-8 or high school district is presented, but it is incomplete. | A comparison of the governance and structure between a unified school district and a K-8 or high school district is presented at a perfunctory level. | A comparison of the governance and structure between a unified school district and a K-8 or high school district is clearly presented. Information presented is from scholarly, though dated, sources. | A comparison of the governance and structure between a unified school district and a K-8 or high school district is clearly presented. Information presented is from current scholarly sources. |
| Discuss Common Leadership Practices Required for Strategic Planning | 20.0% | A discussion of common leadership practices required for successful strategic planning is not presented. | A discussion of common leadership practices required for successful strategic planning is presented, but it is incomplete. | A discussion of common leadership practices required for successful strategic planning is presented at a perfunctory level. | A discussion of common leadership practices required for successful strategic planning is clearly presented. Information presented is from scholarly, though dated, sources. | A discussion of common leadership practices required for successful strategic planning is clearly presented. Information presented is from current scholarly sources. |
| Discuss Common Leadership Practices Required for Strategic Planning Discuss What Stakeholder Relations Practices are Required for Success in a Diverse District (Benchmarks C7.3: Examine the stakeholder relations practices that are necessary to sustain the diverse learning infrastructure of K-12 education.) | 20.0% | A discussion of the stakeholder relations practices required for success in a diverse district is not presented. | A discussion of the stakeholder relations practices required for success in a diverse district is presented, but it is incomplete. | A discussion of the stakeholder relations practices required for success in a diverse district is presented at a perfunctory level. | A discussion of the stakeholder relations practices required for success in a diverse district is clearly presented. Information presented is from scholarly, though dated, sources. | A discussion of the stakeholder relations practices required for success in a diverse district is clearly presented. Information presented is from current scholarly sources. |
| Two Scholarly Research Sources With In-Text Citations | 10.0% | None of the required elements (two topic-related scholarly research sources and two in-text citations) are present. | Not all required elements are present. One or more elements are missing and/or one or more sources are not scholarly research or topic-related. | All required elements are present. Scholarly research sources are topic-related, but the source and quality of one reference is questionable. | All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources. | All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources. |
| Thesis Development and Purpose | 7.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction | 8.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. |
| Paper Format (Use of appropriate style for the major and assignment) | 5.0% | Template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. |
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) | 5.0% | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. |
| Total Weightage | 100% |
Kam2004
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