| Course Code | Class Code | Assignment Title | Total Points |
| STG-390 | STG-390-O500 | Contemporary Issues in Science and Technology Section 1: Topic Selection, Problem Statement, and Metrics | 85.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 85.0% |
| Problem Statement | 30.0% | The student does not provide a problem statement. | The student provides a problem statement, but the information provided is overly generalized and may contain errors or missing components. | The student provides a problem statement, but it is a surface-level statement. | The student provides a clear problem statement that is direct, competent, and appropriate. | The student provides a clear problem statement, and does so in a comprehensive and insightful way. |
| Rationale | 10.0% | The student does not provide a rationale. | The student provides a rationale, but does so in an overly generalized way, and it may contain errors or missing components. | The student provides a rationale, but the rationale provides a surface-level analysis and explanation. | The student clearly provides a rationale. The rationale is direct, competent, and appropriate. | The student thoughtfully provides a rationale, and does so in a comprehensive and insightful way. |
| Vision Statement | 10.0% | The student does not provide a vision statement. | The student provides a vision statement, but the information provided is overly generalized and may contain errors or missing components. | The student provides a vision statement, but the information is a surface-level explanation. | The student clearly provides a vision statement. Analysis is direct, competent, and appropriate. | The student thoughtfully provides a vision statement, and did so in a comprehensive and insightful way. |
| Metrics | 15.0% | The student does not provide measurements that describe the problem's severity and let you know if the problem is solved. | The student provides measurements that describe the problem's severity and let you know if the problem is solved, but the information provided is overly generalized and may contain errors or missing components. | The student provides measurements that describe the problem's severity and let you know if the problem is solved, but the information is a surface-level explanation. | The student clearly provides measurements that describe the problem's severity and let you know if the problem is solved. Analysis is direct, competent, and appropriate. | The student thoughtfully provides measurements that describe the problem's severity and let you know if the problem is solved, and does so in a comprehensive and insightful way. |
| Factors | 10.0% | The student does not define the factors that affect the problem. | The student defines the factors that affect the problem, but the information provided is overly generalized and may contain errors or missing components. | The student defines the factors that affect the problem, but the information is a surface-level explanation. | The student clearly defines the factors that affect the problem. Analysis is direct, competent, and appropriate. | The student defines the factors that affect the problem, and does so in a comprehensive and insightful way. |
| Data Acquisition Plan | 10.0% | The student does not create a data acquisition plan, including an explanation of how he or she is going to find data on the problem statement. | The student creates a data acquisition plan, including an explanation of how he or she is going to find data on the problem statement, but the information provided is overly generalized and may contain errors or missing components. | The student creates a data acquisition plan, including an explanation of he or she is going to find data on the problem statement, but the information is a surface-level explanation. | The student clearly creates a data acquisition plan, including an explanation of how he or she is going to find data on the problem statement. Analysis is direct, competent, and appropriate. | The student creates a data acquisition plan, including an explanation of how he or she is going to find data on the problem statement, and does so in a comprehensive and insightful way. |
| Organization and Effectiveness | 5.0% |
| 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 or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language 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. |
| Format | 10.0% |
| 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. |
| 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. |
| Total Weightage | 100% |
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