Capstone Paper, Topic is Prison Reentry and Rehabilition

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Capstone 4�

Content Development Thesis and ideas.

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Organization and Disciplinary Conventions Clear & consistent organizational pattern; follows formal and informal rules of criminal justice�

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Mechanics Conventions Spelling, capitalization, punctuation, grammar, general proofreading.

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Sources and Referencing� Documentation and referencing of criminology and criminal justice research

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Critical Thinking Rubric

Level of Achievement Evaluators assign a one (0) to any measure that does not meet benchmark (cell one) level performance

Benchmark 1

Milestones 2 3

Capstone 4

Explanation of Issues

Issue/problem to be considered critically is stated without clarification or description.

Issue/problem to be considered critically is stated, but description leaves some terms undefined, ambiguities unexplored, and/or backgrounds unknown.

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated clearly and described systematically, delivering all relevant information necessary for full understanding.

Sources and Evidence Selecting and using information to investigate a point of view or conclusion

Information is taken from source(s) without any interpretation or evaluation.

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis.

Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis.

Information is taken from source(s) with enough interpretation/evaluation to develop a widespread analysis or synthesis.

Influence of Context and Assumptions Considers where appropriate the disciplinary, cultural, social, economic, technological, ethical, political, or personal context

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Demonstrates minimal attention to context.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of o he a mp ion han one own (or vice versa).

Iden ifie o n and o he assumptions and several relevant contexts when presenting a position.

Thoroughly (systematically and me hodicall ) anal e o n and o he assumptions and carefully evaluates the relevance of contexts when presenting a position.

S den Po i ion Perspective, thesis, hypothesis

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others' points of view are synthesized.

Conclusions and Related Outcomes Implications and consequences

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusions and related outcomes (consequences and implications) are logical and eflec den info med evaluation and ability to place evidence and perspectives discussed in priority order.

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