Research Study Proposal

FINAL PROJECT EVALUATION CRITERIA

There are four primary quality indicators. All written assignments should include scores for the first three indicators (Responsiveness, Content, and Quality). Include the final indicator (Research, Scholarship, and Professional Style) if the rubric is being used to evaluate a research paper (e.g., a final research paper for the course).

Scoring Instructions

· For written assignments that are not scholarly research papers, grade using the first three quality indicators (Responsiveness, Content, and Quality); the total score would be 12 points (4 points maximum for each indicator).

· For scholarly research papers (for this course, the final paper), grade using all 4 quality indicators. Weight the score on the final indicator (Research, Scholarship, and Professional Style) double. For example, the maximum score for a scholarly research paper would be 12 points for the first three indicators plus 8 points for the final indicator to yield a maximum score of 20 points.

· Once you have calculated the student’s grade out of 20, multiply this total by 5 to yield the student’s final grade on the project. For example, a student who scores an 18 out of 20 will receive a final grade of 90 points.

4 (Exemplary)

3 (Meets the Standard)

2 (Progressing)

1 (Emerging)

RESPONSIVENESS TO PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)

(Did the student respond adequately to the paper or writing assignment?)

4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It:

· Responds to assigned or selected topic;

· Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated, etc.);

· Is substantive and evidence-based;

· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;

· Is submitted by the due date.

3 Paper or writing assignment is responsive to and meets the requirements given in the instructions. It:

· Responds to assigned or selected topic;

· Is substantive and evidence-based;

· Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;

· Is submitted by the due date.

2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content:

· Somewhat misses the point of the assigned or selected topic;

· Lacks in substance, relying more on anecdotal than scholarly evidence;

· Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;

· Is submitted by the due date.

1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content:

· Misses the point of the assigned or selected topic;

· Relies primarily on anecdotal evidence;

· Contains little evidence that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content;

· Is submitted past the deadline.

CONTENT KNOWLEDGE

(Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?)

4 Paper or writing assignment demonstrates/provides:

· In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas;

· Rich and relevant examples;

· Thought-provoking ideas and interpretations, original thinking, new perspectives;

· Original and critical thinking;

· Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.

3 Paper or writing assignment demonstrates/provides:

· Understanding and application of the concepts and issues presented in the course demonstrating that the student has absorbed the general principles and ideas presented;

· Relevant examples;

· Thought-provoking ideas and interpretations, some original thinking;

· Critical thinking;

· Mastery and application of knowledge and skills or strategies presented in the course.

2 Paper or writing assignment demonstrates/provides:

· Minimal understanding of concepts and issues presented in the course, and, while generally accurate, displays some omissions and/or errors;

· Few and/or irrelevant examples;

· Few if any thought-provoking ideas, little original thinking;

· “Regurgitated” knowledge rather than critical thinking;

· Little mastery of skills and/or numerous errors when using the knowledge, skills or strategies presented in the course.

1 Paper or writing assignment demonstrates/provides:

· A lack of understanding of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors;

· No examples or irrelevant examples;

· No thought-provoking ideas or original thinking;

· No critical thinking;

· Many critical errors when applying knowledge, skills, or strategies presented in the course.

QUALITY OF WRITING

4 Writing is scholarly and exceeds graduate-level writing expectations. The paper:

· Uses language that is clear, concise, and appropriate;

· Has few if any errors in spelling, grammar, and syntax;

· Is extremely well organized, logical, clear, and never confuses the reader;

· Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate;

· Provides information about a source when citing or paraphrasing it.

3 Writing is scholarly and meets graduate-level writing expectations. The paper:

· Uses language that is clear;

· Has a few errors in spelling, grammar, and syntax;

· Is well organized, logical, and clear;

· Uses original language and uses direct quotes when necessary and/or appropriate;

· Provides information about a source when citing or paraphrasing it.

2 Writing is somewhat below graduate-level writing expectations: The paper:

· Uses language that is unclear and/or inappropriate;

· Has more than occasional errors in spelling, grammar, and syntax;

· Is poorly organized, is at times unclear and confusing, and has some problems with logical flow;

· Reflects an under-use of original language and an overuse of direct quotes and paraphrases;

· Sometimes lacks information about a source when citing or paraphrasing it.

1 Writing is well below graduate-level writing expectations: The paper:

· Uses unclear and inappropriate language;

· Has many errors in spelling, grammar, and syntax;

· Lacks organization in a way that creates confusion for the reader;

· Contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language;

· Lacks information about a source when citing or paraphrasing it.

For Research Papers Only, Include the following Trait

RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE

4 The paper represents exceptional research, scholarship, and professional style. Paper content:

· Significantly contributes to the knowledge in the field;

· Is well supported by current and pertinent research/evidence (within the previous 5 years, except for seminal, original research where appropriate) from a variety of primarily primary, peer-reviewed sources (rather than textbooks and Web sites);

· Consistently uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with very few or no errors.

3 The paper meets graduate-level expectations for research, scholarship, and professional style. Paper content:

· Contributes to knowledge in the field;

· Is supported by current and pertinent research/evidence (within the previous 5 years, except for seminal, original research where appropriate) from a variety of peer-reviewed books and journals (rather than textbooks and Web sites);

· Uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with only a few errors.

2 The paper is somewhat below graduate-level expectations for research, scholarship, and professional style. Paper content:

· Does little to contribute to knowledge in the field;

· Is often supported by older-than-five-year-old research, secondary sources (textbooks and Web sites), and sources that lack in variety;

· Uses APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) but has frequent errors.

1 The paper is substantially below graduate-level expectations for research, scholarship, and professional style. Paper content:

· Does not contribute to knowledge in the field;

· Paper content, for the most part, is unsupported by current (within the past 5 years), primary, and pertinent research/evidence from a variety of peer-reviewed books and journals;

· Does not use or contains pervasive errors in APA style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.).