| Course Code | Class Code | Assignment Title | Total Points |
| STG-390 | STG-390-O500 | Ethical Decision Making Case Study | 40.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 90.0% |
| Problem Statement for the Case Study | 20.0% | 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 the problem statement 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. |
| The Making Ethical Decision Evaluation Tool is fully utilized and explained | 25.0% | More than one major component of the criteria is missing. | The student minimally provides a clear explanation of how the Making Ethical Decision Evaluation Tool was applied to the case study. | The student provides a clear explanation of how the Making Ethical Decision Evaluation Tool was applied to the case study. | The student provides a clear explanation of how the Making Ethical Decision Evaluation Tool was applied to the case study. | The student provides a clear explanation of how the Making Ethical Decision Evaluation Tool was applied to the case study. |
| Application of Biblical Citations to the Case Study | 15.0% | The student does not provide Biblical citations or explanations. | The student provides at least one Biblical citation but with no explanation of how it applies to the decision. The student includes a discussion of the relevant principles and virtues from the Christian worldview; however, the information is given in an overly generalized way and may contain errors or missing components. | The student includes a discussion of the relevant principles and virtues from the Christian worldview. Some detail is included, although limited. Some inconsistencies remain. | The student includes a discussion of the relevant principles and virtues from the Christian worldview. Applications are direct, competent, and appropriately address each component clearly. | The student provides several well researched Biblical citations with thoughtful explanations of how and why they apply to the decision. The student includes a discussion of the relevant principles and virtues from the Christian worldview. The student clearly states how they apply to the case. Information is accurate, appropriate, and integrated effectively. |
| Conclusion | 30.0% | Student does not include the required components of the conclusion. | Student includes the required components of the conclusion; however, the information provided is overly generalized and may contain errors or missing components. | Student includes the required components of the conclusion, but the information is given at a surface-level. | Student includes all the required components of the conclusion, and details are direct, competent, and appropriately address each component clearly. | Student thoughtfully addresses each of the required components of the conclusion. The conclusion details are comprehensive and information is provided in an insightful way. |
| Format | 10.0% |
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. | The writer is clearly in command of standard, written academic English. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 5.0% | 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 and/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. |
| Total Weightage | 100% |
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