| Course Code | Class Code | Assignment Title | Total Points |
| HCA-240 | HCA-240-O500 | Variance Analysis | 90.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 80.0% |
| Essay on Budget Variance, Focusing on Relationships Between Variance Reporting, Interpreting Variance Report Results, and Actual Results of Performance | 65.0% | Does not demonstrate an understanding of the business concepts involved in the issue, including the implications. Does not address the variance relationships specified in the assignment. Does not demonstrate critical thinking and analysis of the situation, and does not develop effective answers to the questions, with rationale. | Demonstrates only minimal understanding of the business concepts involved in the issue. Only minimally addresses the variance relationships specified in the assignment. Demonstrates only minimal abilities for critical thinking and analysis of the case study, and develops weak answers to the questions, with minimal rationale | Demonstrates knowledge of the business concepts involved in the issue, but has some slight misunderstanding of the implications. Satisfactorily addresses the variance relationships specified in the assignment. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions. | Demonstrates acceptable knowledge of the business concepts involved in the issue. Satisfactorily develops the variance relationships specified in the assignment. Develops an acceptable response and rationale for it. Utilizes some examples. | Demonstrates thorough knowledge of the business concepts involved in the issue, and their implications. Thoroughly develops the variance relationships specified in the assignment. Clearly answers the questions and develops a very strong rationale. Introduces appropriate examples. |
| Integrates Information From Outside Resources Into the Body of Paper | 15.0% | Does not use references, examples, or explanations. | Provides some supporting examples, but minimal explanations and no published references. | Supports main points with examples and explanations. | Supports main points with explanations and examples. Application and description is direct, competent, and appropriate of the criteria. | Supports main points with references, examples, and full explanations of how they apply. |
| Organization and Effectiveness | 17.0% |
| Thesis Development and Purpose | 6.0% | 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; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Paragraph Development and Transitions | 6.0% | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| 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. |
| Format | 3.0% |
| Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier) | 3.0% | GCU template is not used appropriately or documentation format is rarely followed correctly. | GCU template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | GCU template is used, and formatting is correct, although some minor errors may be present. | GCU template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Total Weightage | 100% |
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Rubric_Print_Format.xlsx
