HSA5100-Deliverable4 Issue Brief for Healthcare Executives

Rubric Detail

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Content

Name: Deliverable 4 Descriptive Rubric

Type:  Used for Grading

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	F - No Pass (1)	C - Competence (2)	B - Proficiency (3)	A - Mastery (4)
ID of Research Question	Insufficient or no identification of the research question/problem. Feedback:	Basic identification of the research question/problem. Feedback:	Thoughtful identification of the research question/problem. Feedback: More detailed development is still needed to fully justify the value of the study.	Clear and thorough identification of the research question/problem. Feedback:
Hook	No attempt to pique the reader’s interest in the study. Feedback:	Brief attempt to pique the reader’s interest in the study. Feedback: Look at your resources to see if you can find better examples of hooks to get the reader engaged.	Thoughtful attempt to pique the reader’s interest in the study. Feedback:	Innovative and thorough attempt to pique the reader’s interest in the study. Feedback:
Analysis of Research Question	No analysis of the research question or problem’s importance. Feedback:	Basic analysis of the research question or problem’s importance. // Multiple studies are collated for analysis. Feedback: A stronger link between the importance of preferences and outcome is needed.	Thoughtful analysis of the research question or problem’s importance. // Multiple studies are collated for analysis. Feedback:	Clear and thorough analysis of the research question or problem’s importance. // Multiple studies are collated for analysis. Feedback:
Evaluation of Gaps	No evaluation of the deficiencies/gaps in the studies. Feedback:	Brief evaluation of the deficiencies/gaps in the studies. Feedback: More clarification is still needed.	Thoughtful evaluation of the deficiencies/gaps in the studies. Feedback:	Clear and thorough evaluation of the deficiencies/gaps in the studies. Feedback:
Explanation of Rememdy	No explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. Feedback:	Basic explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. Feedback: More detailed development is still needed.	Thoughtful explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. Feedback:	Comprehensive explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. Feedback:
APA Formatting	Major errors or omissions in APA formatting Feedback:	Minor errors or omissions in APA formatting Feedback:	Minimal errors or omissions in APA formatting Feedback: Remember that APA style is either right or wrong. Each element needs to follow the instructions exactly.	No errors or omissions in APA formatting. Feedback:
Communication	Spelling and grammar errors are numerous. Feedback:	Spelling and grammar errors are evident but infrequent. May distract reader from the message. Feedback:	Spelling and grammar errors are rare and do not distract the reader from the messages. Feedback: You've made a couple of minor changes here, so that's good, but the organization is still very loose.	No spelling nor grammar errors. Feedback:

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ID of Research Question--

Levels of Achievement: F - No Pass (1) Insufficient or no identification of the research question/problem. C - Competence (2) Basic identification of the research question/problem. B - Proficiency (3) Thoughtful identification of the research question/problem. A - Mastery (4) Clear and thorough identification of the research question/problem. Feedback:

Hook--

Levels of Achievement: F - No Pass (1) No attempt to pique the reader’s interest in the study. C - Competence (2) Brief attempt to pique the reader’s interest in the study. B - Proficiency (3) Thoughtful attempt to pique the reader’s interest in the study. A - Mastery (4) Innovative and thorough attempt to pique the reader’s interest in the study. Feedback:

Analysis of Research Question--

Levels of Achievement: F - No Pass (1) No analysis of the research question or problem’s importance. C - Competence (2) Basic analysis of the research question or problem’s importance. // Multiple studies are collated for analysis. B - Proficiency (3) Thoughtful analysis of the research question or problem’s importance. // Multiple studies are collated for analysis. A - Mastery (4) Clear and thorough analysis of the research question or problem’s importance. // Multiple studies are collated for analysis. Feedback:

Evaluation of Gaps--

Levels of Achievement: F - No Pass (1) No evaluation of the deficiencies/gaps in the studies. C - Competence (2) Brief evaluation of the deficiencies/gaps in the studies. B - Proficiency (3) Thoughtful evaluation of the deficiencies/gaps in the studies. A - Mastery (4) Clear and thorough evaluation of the deficiencies/gaps in the studies. Feedback:

Explanation of Rememdy--

Levels of Achievement: F - No Pass (1) No explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. C - Competence (2) Basic explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. B - Proficiency (3) Thoughtful explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. A - Mastery (4) Comprehensive explanation of how student’s research study will address the deficiencies/gaps of past studies and how it will contribute to the scholarly research. Feedback:

APA Formatting--

Levels of Achievement: F - No Pass (1) Major errors or omissions in APA formatting C - Competence (2) Minor errors or omissions in APA formatting B - Proficiency (3) Minimal errors or omissions in APA formatting A - Mastery (4) No errors or omissions in APA formatting. Feedback:

Communication--

Levels of Achievement: F - No Pass (1) Spelling and grammar errors are numerous. C - Competence (2) Spelling and grammar errors are evident but infrequent. May distract reader from the message. B - Proficiency (3) Spelling and grammar errors are rare and do not distract the reader from the messages. A - Mastery (4) No spelling nor grammar errors. Feedback:

Feedback to Learner

Name:Deliverable 4 Descriptive Rubric

Type:  Used for Grading

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