| Course Code | Class Code | Assignment Title | Total Points |
| STG-390 | STG-390-O500 | Contemporary Issues in Science and Technology Section 2: Analysis | 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% |
| Research Questions | 20.0% | The student does not provide a minimum of two research questions that will help to analyze the problem. | The student provides a minimum of two research questions that will help to analyze the problem, but the information provided is overly generalized and may contain errors or missing components. | The student provides a minimum of two research questions that will help to analyze the problem, but the information is a surface-level explanation. | The student provides a minimum of two research questions that will help to analyze the problem, and the analysis is direct, competent, and appropriate. | The student provides a minimum of two research questions that will help to analyze the problem, and does so in a comprehensive and insightful way. |
| Current Hypothesis | 10.0% | The student does not provide a current hypothesis about how they think the system currently operates. | The student provides a current hypothesis about how he or she thinks the system currently operates, but the information provided is overly generalized and may contain errors or missing components. | The student provides a current hypothesis about how they think the system currently operates, but the information is a surface-level explanation. | The student clearly provides a current hypothesis about how he or she thinks the system currently operates. Analysis is direct, competent, and appropriate. | The student thoughtfully provides a current hypothesis about how he or she thinks the system currently operates, and does so in a comprehensive and insightful way. |
| Excel Sheet attached with the Raw Data From Data Acquisition Plan | 10.0% | The student does not include an Excel sheet providing the raw data from the data acquisition plan. | The student includes an Excel sheet providing the raw data from the data acquisition plan, but the information provided is overly generalized and may contain errors or missing components. | The student includes an Excel sheet providing the raw data from the data acquisition plan, but the information is a surface-level explanation. | The student includes an Excel sheet providing the raw data from the data acquisition plan. The data is direct, competent, and appropriate. | The student includes an Excel sheet providing the raw data from the data acquisition plan, and does so in a comprehensive and insightful way. |
| Analyzed Data, Including Two Visual Forms of The Data included in the report | 15.0% | The student does not provide analyzed data, including two visual forms of the data. | The student provides analyzed data, including two visual forms of the data, but the information may contain errors or is missing components. | The student provides analyzed data, including two visual forms of the data, but the visual forms of data provide only a surface-level analysis. | The student clearly provides analyzed data, including two visual forms of the data in the report. Analysis is direct, competent, and appropriate. | The student provides analyzed data, including two visual forms of the data, and does so in a comprehensive and insightful way, along with discussion in the report. |
| Visual Model of Your System/Process included in the report | 20.0% | The student does not create a comprehensive visual model of the system/process that he or she is researching. | The student does create a comprehensive visual model of the system/process that he or she is researching, but the information provided is overly generalized and may contain errors or missing components. | The student does create a comprehensive visual model of the system/process that he or she is researching, but the information is a surface-level explanation. | The student clearly creates a comprehensive visual model of the system/process that he or she is researching. Analysis is direct, competent, and appropriate. | The student creates a comprehensive visual model of the system/process that he or she is researching, and does so in a comprehensive and insightful way. |
| Conclusion | 10.0% | The student does not draw clear conclusions, document findings, and deliver a professional statement about their analysis. | The student draws clear conclusions, documents findings, and delivers a professional statement about the analysis, but the information provided is overly generalized and may contain errors or missing components. | The student draws clear conclusions, documents findings, and delivers a professional statement about the analysis, but the information is a surface-level explanation. | The student clearly draws clear conclusions, documents findings, and delivers a professional statement about the analysis. Analysis is direct, competent, and appropriate. | The student draws clear conclusions, documents findings, and delivers a professional statement about the analysis 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 and/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. |
| Criteria 2 | 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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