| Course Code | Class Code | Assignment Title | Total Points |
| PHI-105 | PHI-105-O506 | Critical Thinking Reflection | 60.0 |
| 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% |
| Define Critical Thinking | 50.0% | Does not provide definition of critical thinking. Student's own ideas are not evident. | Provides vague definition of critical thinking in less than 300 words. Student's own ideas may or may not be evident. | Provides a definition of critical thinking in 300-500 words. Student's own ideas are evident but are not clear. | Provides a definition of critical thinking in 300-500 words. Definition of critical thinking is clear and includes personal interpretation of critical thinking. | Provides a definition of critical thinking in 300-500 words. Definition is clear and succinct and includes a strong, personal interpretation of critical thinking. | | 0.00/30.00 |
| Sources | 30.0% | Does not provide any outside sources. | Uses less than three sources. No sources found through research. Provides examples that do not contribute to the definition. | Uses three sources; only one source found through research (library). Provides examples that do not contribute to the definition. Uses quotes more than paraphrases. | Uses three sources; two sources found through research (library). Uses examples from resources that are connected to the definition, but not all are relevant. | Uses three sources; two sources found through research (Library). Each source is supported with an in-text citation. Provides support for original definition of critical thinking in the form of paraphrases and quotes from the three selected sources. Directs quotes are minimal, provides key evidence as paraphrases of research. | | 0.00/18.00 |
| Organization & Effectiveness | 10.0% |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | | 0.00/6.00 |
| Format | 10.0% |
| Paper Format (use of appropriate style for the major and assignment) | 5.0% | Appropriate template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and 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. | | 0.00/3.00 |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | | 0.00/3.00 |
| Total Weightage | 100% | | | | | | | | 0.00/60.0 |
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Rubric_Print_Format.xlsx
