Rubric
A: ExemplaryB: Meets the StandardC: ProgressingF: EmergingPaper or writing Assignment is:
42 (33.6%) – 45 (36%)
Responsive to and exceeds the requirements given in the instructions. It:
Responds to the 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); 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; and Is submitted by the due date.
38 (30.4%) – 41 (32.8%)
Responsive to and meets the requirements given in the instructions. It:
Responds to the 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; and Is submitted by the due date.
32 (25.6%) – 37 (29.6%)
Somewhat responsiveto the requirements given in the instructions. It:
Somewhat misses the point of the assigned or selected topic; and/or Lacks in substance, relying more on anecdotal than scholarly evidence; and/or 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; and Is submitted by the due date.
0 (0%) – 36 (28.8%)
Unresponsive to the requirements given in the instructions. It:
Misses the point of the assigned or selected topic; and/or Relies primarily on anecdotal evidence; and/or 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; and/or Is submitted past the late deadline.
Paper or writing Assignment demonstrates/provides:
38 (30.4%) – 40 (32%)
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 them to other ideas; Rich and relevant examples; Thought-provoking ideas and interpretations, original thinking, new perspectives; Original and critical thinking; and Mastery and thoughtful/ accurate application of knowledge and skills or strategies presented in the course.
34 (27.2%) – 37 (29.6%)
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, and critical thinking; Mastery and application of knowledge and skills or strategies presented in the course.
28 (22.4%) – 33 (26.4%)
Minimal understanding of concepts and issues presented in the course, and, although generally accurate, displays some omissions and/or errors; and/or Few and/or irrelevant examples; and/or Few if any thought- provoking ideas, little original thinking; and/or “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.
0 (0%) – 37 (29.6%)
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; and/or No examples or irrelevant examples; and/or No thought-provoking ideas or original thinking; and/or No critical thinking; Many critical errors when applying knowledge, skills, or strategies presented in the course.
Writing is:
38 (30.4%) – 40 (32%)
Scholarly and exceeds graduate-level writing expectations. 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; 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.
34 (27.2%) – 37 (29.6%)
Scholarly and meets graduate-level writing expectations. 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; Provides correct APA citations about a source when citing or paraphrasing it.
28 (22.4%) – 33 (26.4%)
Somewhat below graduate-level writing expectations. Paper:
Uses language that is unclear and/or inappropriate; and/or Has more than occasional errors in spelling, grammar, and syntax and/or lacks correct APA citations; and/or Is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or Reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or Sometimes lacks information about a source when citing or paraphrasing it.
0 (0%) – 27 (21.6%)
Well below graduate-level writing expectations. Paper:
Uses unclear and inappropriate language; and/or Has many errors in spelling, grammar, and syntax; and/or Lacks organization in a way that creates confusion for the reader; and/or Contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or Lacks information about a source when citing or paraphrasing it and/or incorrect use of APA.
Using the template provided in the Learning Resources, complete Part 1 and Part 2 of your Professional Development Plan (PDP). Be sure to address all topics within the template, as this will help you to create a plan that cultivates your professional identity.
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