Wk7

Exemplary

Very Good

Proficient

Opportunity for Improvement

Unacceptable

Element 1a: Content of Executive Summary: Responding to the Questions

6.5 (5%)

Student presents a thorough and complete Executive Summary with rich, articulate, and well-reasoned responses to all of the questions posed in the assignment and eloquently embeds them into a cohesive and compelling Executive Summary, with direct and relevant references to the Course and Program Outcomes.

6.04 (4.65%)

Student presents an Executive Summary with well-reasoned responses to all of the questions posed in the assignment and embeds them into an Executive Summary with references to the Course and Program Outcomes.

5.53 (4.25%)

Student presents an Executive Summary of the course that addresses the questions posed in the assignment and makes some connections to the Course and Program Outcomes. Some examples and resources support thinking.

4.88 (3.75%)

Student provides cursory coverage of some or all the questions posed as part of the requirements for the Executive Summary or does not address all of the questions, although he/she does provide a summary of one or two.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1b: Content of Executive Summary: Impact of Lessons Learned In Course

6.5 (5%)

Student provides a comprehensive summary of his/her main lessons from the course and how those support his/her achievement of at least two course outcomes providing a rich assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.

6.04 (4.65%)

Student provides a summary of his/her main lessons from the course and how those support his/her achievement of one or two course outcomes providing an assessment of the main ideas or conclusions he/she has taken from the experience in the course including assessing how these will affect his/her practices now and in the future.

5.53 (4.25%)

Student provides a description of the main lessons of the course and how those relate to his/her achievement of course and program outcomes as well as how these will affect his/her practices now and in the future.

4.88 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1c: Format of Executive Summary: Beginning

6.5 (5%)

Student begins the Executive Summary with a compelling statement of its purpose and presents a succinct and cohesive summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Relevant examples and resources support thinking.

6.04 (4.65%)

Student begins the Executive Summary with a statement of its purpose and presents a succinct summary that focuses on the main outcomes he/she ascertained from the course and his/her experience in engaging in the assignments and discussions. Examples and resources support thinking.

5.53 (4.25%)

Student begins the Executive Summary with a clear statement of its purpose and presents a summary that focuses on the main outcomes he/she acquired from the course and his/her experience in engaging in the assignments and discussions. Some examples and resources support thinking.

4.88 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as outlined in the document provided in the classroom. Few examples or resources support thinking.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1d: Format of Executive Summary: Middle

6.5 (5%)

Student provides a thorough and detailed explanation for why he/she chose to highlight the content and topics, providing relevant details and examples, discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically and with clarity. Relevant examples and resources support thinking.

6.04 (4.65%)

Student provides an explanation for why he/she chose to highlight the content and topic, providing supporting details and examples, discusses each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically. Examples and resources support thinking.

5.53 (4.25%)

Student provides an explanation with some details of each main point in the order in which it was encountered in the classroom, and organizes his/her thoughts logically. Some examples and resources support thinking.

4.88 (3.75%)

Student summarizes a few main points from the classroom, but does not create Executive Summary content aligned with the expectations as outlined in the document provided in the classroom. Few examples or resources support thinking.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 1e: Format of Executive Summary: End

6.5 (5%)

The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the student writes in non-technical language and defines any language that may not be familiar to his/her audience. Student presents a brief and cogent conclusion at the end of the summary that enables the reader to synthesize the information provided. Relevant examples and resources support thinking.

6.04 (4.65%)

The Executive Summary is clear and organized; concise (no more than 3 paragraphs); and the student mostly writes in non-technical language. Student presents a brief and cogent conclusion at the end of the summary that enables the reader to synthesize the information provided. Examples and resources support thinking.

5.53 (4.25%)

The Executive Summary is clear, concise (no more than 3 paragraphs), and written in non-technical language. Student presents a brief conclusion at the end of the summary that enables the reader to somewhat synthesize the information provided. Some examples and resources support thinking.

4.88 (3.75%)

Student summarizes a few main points from the classroom, but does not create an Executive Summary aligned with the expectations as provided in the classroom and/or student does not present a brief and clear conclusion at the end of the summary that enables the reader to synthesize the information provided. Few examples or resources support thinking.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2a: Action Plan - Goals

13 (10%)

Student presents three specific goals for personal and professional development and thoroughly assesses why each goal is important, providing concrete and specific examples or observations, and thoroughly assesses the personal or professional value he/she expects from achieving each goal including integrating resources from the course into his/her definition and assessment of goals.

12.09 (9.3%)

Student presents three goals for personal and professional development and assesses why each goal is important, providing concrete and specific examples or observations, and assesses the personal or professional value he/she expects from achieving each goal using resources from the course into his/her definition and assessment of goals.

11.05 (8.5%)

Student presents three goals for personal and professional development with an explanation as to why each goal was selected providing concrete and specific examples of why it is important, the personal and professional value he/she expects from achieving each goal, and how the goal relates to resources from the course.

9.75 (7.5%)

Student provides three goals and a cursory description of why any or all of them are important.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2b: Action Plan - Objectives

13 (10%)

Student thoroughly defines at least two objectives for each goal that he/she identified and provides well-reasoned and detailed rationale that thoroughly explains how the objectives support the goal.

12.09 (9.3%)

Student defines at least two objectives for each goal that he/she identified and provides a detailed rationale that explains how the objectives support the goal.

11.05 (8.5%)

Student defines two objectives for each goal that he/she identified and provides some rationale that explains how the objectives support the goal.

9.75 (7.5%)

Student defines one or two objectives for each goal that he/she identified and some cursory rationale as to how the objectives support the goal.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2c: Action Plan - Milestones

6.5 (5%)

Student provides at least two measurable milestones for each objective with a thorough and detailed explanation as to how the milestones will be measured, providing specific timelines and implications if those timelines and milestones are not met.

6.04 (4.65%)

Student provides at least two measurable milestones for each objective with an explanation as to how the milestones will be measured, providing timelines and implications if those timelines and milestones are not met.

5.53 (4.25%)

Student identifies two measurable milestones for each objective as well as the timelines for ensuring progress for each milestone.

4.88 (3.75%)

Student identifies one or two milestones for each objective and suggests some deadlines for achieving them.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 2d: Action Plan - Timeline

6.5 (5%)

Student provides a reasonable timeline, with strong justification as to its feasibility that incorporates the milestones for ensuring that the stated goals can be achieved, and discusses with relevant details contingency plans in the event the timelines are not realized.

6.04 (4.65%)

Student provides a reasonable timeline, with justification as to its feasibility that incorporates the milestones for ensuring that the stated goals can be achieved, and discusses contingency plans in the event the timelines are not realized.

5.53 (4.25%)

Student presents a reasonable timeline for ensuring progress towards each of the stated goals, and includes an explanation as to why the timeline is reasonable.

4.88 (3.75%)

Student suggests a rough timeline for achieving the goals but it is not clear that he/she has thought through whether it is reasonable.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 3: Social Change Impact

13 (10%)

Student evaluates at least three of the most important lessons he/she is taking from the course and thoroughly explains how those lessons will shape his/her future and enable him/her to make a positive difference, and provides at least three concrete and specific examples illustrating how the learning supports his/her goals for becoming an effective agent for positive social change.

12.09 (9.3%)

Student evaluates at least three of the most important lessons he/she is taking from the course and explains how those lessons will shape his/her future and enable him/her to make a positive difference, and provides at least three examples illustrating how the learning supports his/her goals for becoming an effective agent for positive social change.

11.05 (8.5%)

Student describes lessons he/she is taking from the course, describing how those lessons will shape his/her future and enable him/her to make a positive different, and provides examples illustrating how the learning supports his/her goals for becoming an effective agent for positive social change.

9.75 (7.5%)

Student links his/her knowledge from the course to goal(s) for making a positive change, but may not provide specific or relevant examples or clearly demonstrate how he/she will use the learning from the course to further his/her efforts to promote positive social change.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 4: Critical Thinking, Analysis, and Synthesis

13 (10%)

Student exhibits strong evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with detailed supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

12.09 (9.3%)

Student exhibits evidence of thoughtful critical analysis and thinking; careful examination is made of assumptions and possible biases, with supporting rationale. Writing synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; and draws logical conclusions based on well-reasoned arguments. New questions may be presented based on synthesis of ideas and input.

11.05 (8.5%)

Student exhibits some evidence of thoughtful critical analysis and thinking; some examination is made of assumptions and possible biases, with rationale. Writing somewhat synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

9.75 (7.5%)

Student exhibits little or no evidence of thoughtful critical analysis and thinking; minimal examination is made of assumptions and possible biases, with rationale. Writing minimally synthesizes the classroom experiences and content; analyzes patterns or connections between theory and practice; or draws logical conclusions based on well-reasoned arguments.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 5: Written Communications

13 (10%)

Writing is clear, logical, well-organized and appropriate. Work is free from spelling and grammar/syntax errors.  Tone is professional and free from bias (i.e., sexism, racism). There are no errors.

12.09 (9.3%)

Writing is mostly clear, logical, and organized. Few, if any spelling and grammar/syntax issues are noted.  Overall, a few sections need additional editing, but generally, work appears proofread. Tone is professional and free from bias (i.e., sexism, racism). There are one or two minor errors.

11.05 (8.5%)

The main points are clear and organized. Some spelling, grammar/syntax issues are noted. Tone is professional and free from bias (i.e., sexism, racism).

9.75 (7.5%)

There are key sections that lack organization or logical flow. Many spelling, grammar/syntax issues are noted. Work requires additional proofreading.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 6: Relevance

6.5 (5%)

Student effectively and directly integrates discussion/assignment content with relevant and compelling personal experiences, additional research, or current events from credible news sources. Specifically adds a new and/or different insight or perspective on the subject area(s) being discussed or treated in the assignment.

6.04 (4.65%)

Student offers personal experiences, additional research, or current events from credible news sources, discussing their relevance, but does not specifically add new or different insights or perspectives on the subject areas(s) being discussed or treated in the assignment.

5.53 (4.25%)

Student offers some examples of how the content of the discussion/application applies to real-world scenarios with general discussion of why those examples are relevant.

4.88 (3.75%)

Student offers brief or cursory descriptions of personal experiences, additional research, or current events from credible news sources.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.

Element 7: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)

13 (10%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are no APA errors.

12.09 (9.3%)

Student demonstrates full adherence to scholarly or credible reference requirements and adheres to APA style with respect to source attribution and references. There are one or two minor errors in APA style or format.

11.05 (8.5%)

Student addresses guidelines for scholarly or credible references and/or APA style with respect to source attribution and references. Some errors in APA format and style are evident.

9.75 (7.5%)

Student demonstrates inconsistent adherence to scholarly reference requirements and/or inconsistent adherence to APA style with respect to source attribution and references. Significant and/or numerous errors in APA format and style are evident.

0 (0%)

Not submitted or little to no evidence of addressing the criterion.