FOR PERFECT PROF ONLY

Objective

Student Performance Criteria

Weak

Marginal

Adequate

Strong

Coverage of issues

Demonstrate the ability to clearly and comprehensively describe the problem and issues addressed in the assignment.

Issue/problem to be considered critically is stated without clarification or description.1

Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, 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 comprehensively, delivering all relevant information necessary for full understanding.

Demonstrate the ability to discern between relevant and non-relevant information in concisely presenting information for full understanding of the issue or problem.

Information presented as relevant to the problem is not adequate. Some critical relevant information is omitted. Some irrelevant information is presented as relevant.

The information presented is relevant, and marginally adequate to support the argument. Some relevant information is omitted. No irrelevant information is presented as relevant.

The information presented is relevant, and fully adequate to support the argument. No irrelevant information is presented.

All relevant items of information are presented, and both the nature and degree of their relevance are clearly explained. If some information available to the reader is superficially relevant, but actually irrelevant, then the nature of its irrelevance is explained.

Selection & use of evidence

Demonstrate the ability to identify, select, analyze, evaluate and apply relevant background materials, to include expert opinion, in formulating and supporting well-reasoned arguments.

Information search is inadequate. Information is taken from background materials without any interpretation or evaluation. The viewpoints of experts are taken as fact, and not questioned.

An attempt is made to identify and evaluate relevant background materials. The information extracted from the background materials is discussed, but the discussion is not adequate to support a coherent analysis. The viewpoints of experts are mostly taken as fact, with little questioning.

All relevant background materials are identified. The information extracted from the materials is subjected to enough interpretation and evaluation to develop a coherent analysis or synthesis.

Viewpoints of experts are subject to questioning.

All relevant background materials are identified. The information is extracted from the materials is subjected to thorough interpretation and evaluation, supporting a coherent, convincing analysis or synthesis. Viewpoints of experts are thoroughly critiqued.

Analysis of Assumptions & Context

When presenting a position, demonstrate the ability to thoroughly analyze one’s own and others’ assumptions, and the contexts within which those assumptions arise.

When presenting a position, the student is aware of the importance of assumptions, but sometimes confuses assumptions with mere assertions. The student can identify some contextual elements which give rise to assumptions, such as environmental, social and temporal factors.

When presenting a position, the student questions some assumptions, and identifies several contextual elements relating to those assumptions. May be more aware of others' assumptions than one's own (or vice versa).

When presenting a position, Identifies and interrogates one's own assumptions, as well as those of others. Discusses relevant contextual elements relating to those assumptions.

Thoroughly (systematically and methodically) analyzes own and others' assumptions when presenting a position. Presents and prioritizes all the relevant contextual elements relevant to those assumptions.

Student’s Position

Demonstrates imagination in developing a position (perspective, thesis/hypothesis), taking into account the complexities of an issue.

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. The complexities of the issue are mostly ignored.

Specific position (perspective, thesis/hypothesis) is indicative of some careful thought, and acknowledges some of the complexities of the issue.

Specific position (perspective, thesis/hypothesis demonstrates creativity. The complexities of the issue are fully elucidated.

The specific position (perspective, thesis/hypothesis) offered is imaginative, taking into account all the complexities of the issue. The position is novel and counter-intuitive.

Demonstrates the ability to synthesize others’ points of view within position (perspective, thesis/hypothesis) and to consider the limits of the position (perspective, thesis/hypothesis).

Others' points of view are ignored in formulating the position. The limits of the position, to include its domain of applicability, are ignored.

Others' points of view are acknowledged, but not analyzed with respect to the issue. The position's domain of applicability is recognized as having limits, but those limits are not explored.

Others' points of view that support the position are incorporated into the argument. Opposing points of view are either ignored or minimized. Some attempt is made to delimit the domain of the position.

Others' points of view with respect to the position are acknowledged, and the extent to which they support or fail to support the position are clearly explained. If others' points of view fail to support the position, those points of view are presented, analyzed and refuted. The domain of applicability is clearly delineated.

Conclusions

Demonstrates ability to logically formulate and present conclusions from that reflect student’s informed evaluation.

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 reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.