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.