| Course Code | Class Code | Assignment Title | Total Points |
| ITT-430 | ITT-430-O500 | Benchmark - Evaluating Framework Alignment | 70.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Framework Matrix | 35.0% | The student provides an incomplete matrix. The student includes little knowledge of the similarities and differences among them, as well as the advantages and disadvantages of each. Subject knowledge is not evident. | The student outlines a few components of the framework (purpose), the industry or organization best suited to each and how they can be applied to a company, but element details are lacking. The student includes little knowledge of the similarities and differences among them, as well as the advantages and disadvantages of each with few supporting details and examples. Little subject knowledge is evident. | The student appropriately explains each framework (purpose), the industry or organization best suited to each and how they can be applied to a company. The student includes essential knowledge of the similarities and differences among them, as well as the advantages and disadvantages of each, with supporting details and examples; some element justifications are included. Subject knowledge appears to be good. | The student provides a detailed explanation of each framework (purpose), the industry or organization best suited to each and how they can be applied to a company. The student includes essential knowledge of the similarities and differences among them, as well as the advantages and disadvantages of each, with supporting details and examples; justifications are accurate. Subject knowledge appears to be good. | The student comprehensively explains each framework (purpose), the industry or organization best suited to each and how they can be applied to a company. The student examines the similarities and differences among them, as well as the advantages and disadvantages of each with extensive details and examples; information and justifications are accurate and appropriate. Subject knowledge is excellent. |
| Analyze Ethical Implications Made from the Christian Worldview (MC3.3) | 30.0% | Analysis of an ethical standpoint chosen for privacy over security is not outlined, or is outlined poorly. The student does not express the Christian perspective. Subject knowledge is not evident. | The student ignores or superficially explains an ethical standpoint chosen for privacy over security. An understanding of the decision from a Christian perspective is minimally presented, but key details are missing. Little subject knowledge is evident. | A surface-level explanation of an ethical standpoint chosen for privacy over security is offered; some element justifications are included. A basic understanding of the decision from a Christian perspective is presented with few details or supporting evidence. Subject knowledge appears to be good. | The student clearly assesses an ethical standpoint chosen for privacy over security. Analysis is direct, competent, and appropriate of the criteria. The student examines implications of the decision from a Christian perspective with some details and supporting evidence. Subject knowledge appears to be good. | The student thoughtfully analyzes and evaluates an ethical standpoint chosen for privacy over security. The student not only identifies and rigorously evaluates all important points, but discusses the decision from a from the Christian worldview with extensive details and supporting evidence. |
| Access Control (C5.1) | 30.0% | The student provides an incomplete description of the differences between an Access Control Model and Security Frameworks, and what occurs if both are combined. The student includes little knowledge about the impact that a framework and Access Control Model each can have on an information system. Subject knowledge is not evident. | The student outlines a few components of the differences between an Access Control Model and Security Frameworks, and what occurs if both are combined, but element details are lacking. The student includes little knowledge about the impact that a framework and Access Control Model each can have on an information system, with few supporting details and examples. Little subject knowledge is evident. | The student appropriately describes the differences between an Access Control Model and Security Frameworks, and what occurs if both are combined; some element justifications are included. The student includes essential knowledge of the impact that a framework and Access Control Model each can have on an information system, with some supporting details and examples. Subject knowledge appears to be good. | The student provides a detailed description of the differences between an Access Control Model and Security Frameworks, and what occurs if both are combined; justifications are accurate. The student includes essential knowledge of the impact that a framework and Access Control Model each can have on an information system, with supporting details and examples. Subject knowledge appears to be good. | The student comprehensively describes the differences between an Access Control Model and Security Frameworks, and what occurs if both are combined; information and justifications are accurate and appropriate. The student examines the impact that a framework and Access Control Model each can have on an information system with extensive details and examples. Subject knowledge is excellent. |
| Industry Standard Technical Writing | 5.0% | The student does not use industry-standard technical writing. | Industry-standard technical writing is not correctly used. | Industry-standard technical writing is partially used. | Industry-standard technical writing is utilized correctly. | Industry-standard technical writing is correct and utilized throughout. |
| Total Weightage | 100% |
biolablaq
Rubric_Print_Format3.xlsx
