| Course Code | Class Code | Assignment Title | Total Points |
| ITT-455 | ITT-455-O500 | Proposal Creation | 145.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Initial Draft | 15.0% | Draft is not uploaded to the group discussion forum. | Draft is uploaded to group discussion forum, but provided after the designated timeline. | Draft is uploaded to group discussion forum and provided by the designated timeline. | n/a | Draft is uploaded to group discussion forum and provided before the designated timeline. |
| Revised Project Proposal | 30.0% | Proposal is missing the necessary requirements. | Proposal includes the necessary requirements but does not demonstrate knowledge of data center transition needs. | Proposal demonstrates knowledge of data center transition needs by integrating major and minor concepts throughout proposal. | Proposal demonstrates knowledge of data center transition needs by integrating major and minor concepts throughout. | Proposal demonstrates knowledge of data center transition needs by integrating major and minor concepts throughout. |
| Technical Knowledge | 20.0% | Proposal has no technical solution identified. | Outline provides lack of what and why technical solution rationale. | Outline provides what and why technical solution rationale min5mally. | Outline provides what and why technical solution rationale and it is feasible but needs more connection to the vision. | Proposal provides clear and concise technical solution with a logical path to successful completion of the project that directly ties back to the vision statement. Student includes a series of diagrams that enhance the understanding of project implementation (i.e., network, servers, data center layout, context, state, domain, wireframes). |
| Peer Review | 15.0% | Posts do not encourage further discussion and dialogue with other students in the class. Individual group contributions are submitted extremely late, affecting the ability to accomplish a successful task. Cooperative teamwork is not evident. | Some posts encourage further discussion and extensive dialogue with other students in the class. Posts may be critical, argumentative, or confrontational. Some individual contributions are provided after the designated timeline, affecting the group?s ability to accomplish a successful task. | Peer review posts demonstrate a critical analysis of classmate?s postings and provide relevant and constructive feedback. Individual contributions are provided by the designated timeline. | Peer review posts demonstrate a critical analysis of classmate?s postings and provide relevant and constructive feedback. Individual contributions are provided by the designated timeline. Multiple posts are made to assist with other student?s decision-making process. | Peer review posts demonstrate a critical analysis of classmate?s postings and provide relevant and constructive feedback. Individual contributions are provided before the designated timeline. Multiple posts are made to assist fellow student?s decision-making process for ranking proposed solutions. |
| Purpose | 6.0% | Paper lacks any discernible overall purpose or organizing claim. | Proposal purpose and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Proposal purpose and/or main claim are apparent and appropriate to purpose. | Proposal purpose 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. | Proposal purpose and/or main claim are comprehensive; contained within the proposal purpose is the essence of the proposal. Proposal purpose 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) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but 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. |
| Paper Format (Use of appropriate style for the major and assignment) | 1.0% | APA is not used appropriately or documentation format is rarely followed correctly. | APA is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | APA is used, and formatting is correct, although some minor errors may be present. | APA is fully used; There are virtually no errors in formatting style. | All format elements are correct. Free of any and all formatting errors. |
| Documentation of Sources (In-text citations for paraphrasing/direct quotes/images/etc. and reference page/bibliography as appropriate to assignment and style) | 2.0% | 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% |
biolablaq
Rubric_Print_Format10.xlsx
