| Course Code | Class Code | Assignment Title | Total Points |
| PUB-550 | PUB-550-O500 | Application of the t-Test | 120.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 75.0% |
| SPSS Output for T-Test | 5.0% | The output for the t-test is omitted. | The output for the t-test is incorrect or incomplete. | NA | NA | The output for the t-test is correct. |
| Identification of t-Test, Explanation for t-Test Selected, and Assumptions | 10.0% | Explanation for t-test selected and whether assumptions were met is omitted. | Explanation for t-test selected and whether assumptions were met is incomplete. | A summary for why the t-test selected is the best statistical test to use and whether assumptions were met is presented. There are minor omissions or inaccuracies. | An explanation for why the t-test selected is the best statistical test to use and whether assumptions were met is presented. Minor detail or support is needed. | A well-developed explanation justifying why the t-test selected is the best statistical test to use and whether assumptions were met is clearly presented. |
| Null and Alternative Hypotheses | 10.0% | The null and alternative hypotheses are omitted. | The null and alternative hypotheses are incorrect or incomplete. | NA | The null and alternative hypotheses are presented for the test. There are minor omissions or inaccuracies. | The null and alternative hypotheses are accurate and clearly stated. |
| Decision Rule | 5.0% | The decision rule is omitted. | The decision rule is incorrect. | NA | NA | The decision rule is correct. |
| Test Statistic and P-Value | 5.0% | Test statistic and p-value are omitted. | Test statistic and p-value presented are incorrect. | NA | NA | Test statistic and p-value presented are correct. |
| Interpretation of t-Test Results | 10.0% | Interpretation of results is omitted. | Interpretation of results is incomplete. | Interpretation of results is summarized. There are omissions or inaccuracies. | Interpretation of results discusses what was done, what was found, what it means, and suggestions for the creation of a health promotion intervention. Some detail is needed for clarity or support. | Interpretation of results details what was done, what was found, what it means, and suggestions for the creation of a health promotion intervention. The interpretation is well supported. |
| Presentation of Content | 30.0% | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Organization, Effectiveness, and Format | 25.0% |
| Layout | 10.0% | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 10.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Total Weightage | 100% |
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