MSN Evaluation Criteria for Applications and Formal Papers Criteria Levels of Achievement Outstanding Performance Excellent Performance Competent Performance Proficient Performance Room for Improvement QUALITY OF WORK SUBMITTED -  1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0–30 Points) 30 to 30 points Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics 25 to 29 points Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the Assignment topics 20 to 24 points Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the Assignment topics. 16 to 19 points Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. 0 to 15 points Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0–5 Points) 5 to 5 points A clear and comprehensive purpose statement is provided which delineates all required criteria. 5 to 5 points A clear and comprehensive purpose statement is provided which delineates all required criteria. 4 to 4 points Purpose of the Assignment is stated, yet is brief and not descriptive. 1 to 3 points Purpose of the Assignment is vague. 0 to 0 points No purpose statement was provided. ASSIMILATION AND SYNTHESIS OF IDEAS  The extent to which the work reflects the student’s ability to-  1. Understand and interpret the Assignment’s key concepts (0–10 Points) 10 to 10 points Demonstrates the ability to critically appraise and intellectually explore key concepts. 9 to 9 points Demonstrates the ability to critically appraise and intellectually explore key concepts. 8 to 8 points Demonstrates a clear understanding of key concepts. 5 to 7 points Shows some degree of understanding of key concepts. 0 to 4 points Shows a lack of understanding of key concepts, deviates from topics. ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e., video, required readings, and textbook) and credible outside resources (0–20 Points) 20 to 20 points Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view. 15 to 19 points Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3–4 course resources to support point of view. 10 to 14 points Integrates specific information from 1 credible outside resource and 3–4 course resources to support major points and point of view. 3 to 9 points Minimally includes and integ ...

1. MSN Evaluation Criteria for Applications and Formal Papers
Criteria
Levels of Achievement
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and
work reflects graduate level critical and analytic thinking
(0–30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with
a minimum of 75% containing exceptional breadth and depth
about each of the Assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with
a minimum of 75% containing exceptional breadth and depth
about each of the Assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a
minimum of 50% containing good breadth and depth about each
of the Assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic
is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two
or more required topics are either not addressed or inadequately
addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is
clear

2. (0–5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which
delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which
delineates all required criteria.
4 to 4 points
Purpose of the Assignment is stated, yet is brief and not
descriptive.
1 to 3 points
Purpose of the Assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the Assignment’s key concepts
(0–10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually
explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually
explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points

3. Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from
topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and
integrate material in course resources (i.e., video, required
readings, and textbook) and credible outside resources
(0–20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points
and integrates 2 or more credible outside sources, in addition to
3–4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points
and integrates 2 or more credible outside sources, in addition to
3–4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource
and 3–4 course resources to support major points and point of
view.
3 to 9 points
Minimally includes and integrates specific information from 2–
3 resources to support major points and point of view.
0 to 2 points
Includes and integrates specific information from 0–1 resource
to support major points and point of view.
ASSIMILATION AND SYNTHESIS OF IDEAS 3. Synthesize
(combines various components or different ideas into a new
whole) material in course resources (i.e., video, required
readings, and textbook) by comparing different points of view
and highlighting similarities, differences, and connections. (0–
20 Points)

4. 20 to 20 points
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Applies meaning to the field of advanced
nursing practice.
18 to 19 points
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Applies meaning to the field of advanced
nursing practice.
16 to 17 points
Summarizes information gleaned from sources to support major
points, but does not synthesize.
14 to 15 points
Identifies but does not interpret or apply concepts, and/or
strategies correctly; ideas unclear and/or underdeveloped.
0 to 13 points
Rarely or does not interpret, apply, and synthesize concepts,
and/or strategies.
WRITTEN EXPRESSION AND FORMATTING 1. Paragraph
and Sentence Structure: Paragraphs make clear points that
support well developed ideas, flow logically, and demonstrate
continuity of ideas. Sentences are clearly structured and
carefully focused—neither long and rambling nor short and
lacking substance.
(0–5 Points)
5 to 5 points
Paragraphs and sentences follow writing standards.
5 to 5 points
Paragraphs and sentences follow writing standards.
4 to 4 points
Paragraphs and sentences follow writing standards 80% of the
time.
3 to 3 points
Paragraphs and sentences follow writing standards 70% of the
time.

5. 0 to 2 points
Paragraphs and sentences follow writing standards <70% of the
time.
WRITTEN EXPRESSION AND FORMATTING 2. English
writing standards: Correct grammar, mechanics, and proper
punctuation
(0–5 Points)
5 to 5 points
Uses correct grammar, spelling, and punctuation with no errors.
5 to 5 points
Uses correct grammar, spelling, and punctuation with no errors.
4 to 4 points
Contains a few (1–2) grammar, spelling, and punctuation errors.
3 to 3 points
Contains several (3–4) grammar, spelling, and punctuation
errors.
0 to 2 points
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
WRITTEN EXPRESSION AND FORMATTING 3. The paper
follows correct APA format for title page, headings, font,
spacing, margins, indentations, page numbers, running head,
parenthetical/in-text citations, and reference list
(0–5 Points)
5 to 5 points
Uses correct APA format with no errors.
5 to 5 points
Uses correct APA format with no errors.
4 to 4 points
Contains a few (1–2) APA format errors.
3 to 3 points
Contains several (3–4) APA format errors.

6. 0 to 2 points
Contains many (≥ 5) APA format errors.
© 2016 Laureate Education, Inc.
Page 3 of 3
1
Title of the Paper in Full Goes Here
Student Name Here
Walden University
Abstract
This is the abstract, which is typed in block format with no
indentation. The abstract briefly summarizes your paper in 120
words or less. Through your abstract, your readers should be
able to fully understand the content and the implications of the
paper. Also, note that writing this section after the paper itself
may be helpful. See section 2.04 APA for tips and more
information on writing abstracts. This template was updated
October 27, 2013.
Title of the Paper
Do not add any extra spaces between the heading and the text
(you may want to check Spacing under Format, Paragraph in
your word processor, and make sure that it is set to 0”). Instead,
just double space as usual, indent a full ½ inch (preferably
using the tab button), and start typing. The introduction should
receive no specific heading because readers assume that the first
section functions as your paper’s introduction.
This template’s margins, page numbers, and running head

7. location are set for you, and you do not need to change them.
You must replace the running head placeholder text with an
abbreviation of your own title, but you do not need to adjust the
location of the running head. Writers do not need to place the
running head a specific distance from the top of the page,
though you should follow any instructor preferences.
After considering these formatting issues, you will need to
construct a thesis statement, which lets readers know how you
synthesized the literature into a treatise that is capable of
advancing a new point of view. This statement provides readers
with a lens for understanding the forthcoming research
presented in the body of your essay (after all, each piece of
literature should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the
introduction. An easy template for writing an introduction
follows:
1.
Start with what has been said or done regarding the topic.
2.
Explain the problem with what has been said or done.
3.
Offer a solution in a concise thesis statement that can be
supported by the literature.
4.
Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even
though this section has a new heading, make sure to connect
this section to the previous one so readers can follow along with
the ideas and research presented. The first sentence in each
paragraph should transition from the previous paragraph and

8. summarize the main point in the paragraph. Make sure each
paragraph contains only one topic, and when you see yourself
drifting to another idea, make sure you break into a new
paragraph. Also, avoid long paragraphs (more than three-fourths
of a page) to help hold readers’ attention—many shorter
paragraphs are better than a few long ones. In short, think: new
idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Again, the topic sentence of
this section should explain how this paragraph is related or a
result of what you discussed in the previous section. Consider
using transitions between sentences to help readers see the
connections between ideas. Below are a few examples of how to
transition from one statement to another (or in some cases, one
piece of literature to another):
1. Many music teachers at Olson Junior High are concerned
about losing their jobs (J. Thompson, personal communication,
July 3, 2004), largely due to the state’s recent financial
cutbacks of fine arts programs (Pennsylvania Educational
System, 2004).
2. Obesity affects as much as 17% of the total population of
children, an increase which may lead to other chronic health
problems (Johnson & Hammer, 2003; Christianson, 2004).
For more examples, see some of the transitions handouts on the
Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous
section. Using headings is a great way to organize a paper and
increase its readability, so be sure to review heading rules on
APA 3.02 and 3.03 in order to format them correctly. For
shorter papers, using one or two levels is all that is needed. You
would use Level 1 (centered, bold font with both uppercase and

9. lowercase) and Level 2 (left aligned, bold, both uppercase and
lowercase). This template provides examples of APA’s four
heading levels, but remember that at least two headings on the
same level are needed before the next heading level. For
example, a paper must have at least two level 3 headings before
a level 4 heading.
Level 3 heading.Note that you should write Level 3 and 4
headings in sentence case, meaning that only the first word and
any proper nouns are capitalized. The number of headings
needed in a particular paper is not set, but longer papers may
benefit from another heading level, such as this Level 3 heading
(which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to
cite in academic work. Make sure to cite source information
throughout your paper to avoid plagiarism. This practice is
critical: you need to give credit to your sources and avoid
copying others’ work at all costs. Look at APA starting at 6.01
for guidelines on citing source information in your text.
Level 4 heading.You will want to include at least two of each
kind of heading in your paper, hence this additional paragraph
modeling effective heading usage. See below for further tips on
using headings effectively.
Level 3 heading.Again, if you choose to use Level 3 or 4
headings, at least two of each heading level should appear in the
paper. Otherwise, if only one heading appears, your readers may
question the need for a heading at all. If you find yourself
questioning whether or how to use headings, consider
consulting your instructor or committee chair for his or her
input.
Level 1 Heading
APA can seem difficult to master, but following the general
rules becomes easier with use. The Writing Center also offers

10. numerous resources on its website and by email to help.
And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your
paper. However, perhaps more importantly, the conclusion
should also interpret what you have written and what it means
in the bigger picture. To help write your concluding remarks,
consider asking yourself these questions: What do you want to
happen with the information you have provided? What do you
want to change? What is your ultimate goal in using this
information? What would it mean if the suggestions in your
paper were taken and used?
References
(Please note that the following references are intended as
examples only.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway
that I built. Ancient Dictators, 25(7), 14-31.
doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant.
Adventurous Cartoon Animals,19, 4319-4392. Retrieved from
http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep.
Journals of Famous Loafers, 5, 565-582.
doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly
occupants. Thousand Oaks, CA: Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek
Goddess Sore Spots, 20(4), 19-21. doi: 15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a
video: The city is always Baltimore [DVD]. Baltimore, MD:

11. Author.
Laureate Education, Inc. (Producer). (2010). Name of program
[Video webcast]. Retrieved from http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making
Good Songs Great, 18(3), 31-22. Retrieved from
http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush,
P., Aaegrade, V., … Fiiel, B. (2005). The art of correcting
surname mispronunciation. New York, NY: Supportive
Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now?
Floral arranging for beginners (Research Report No. 40-921).
Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website:
http://www.uwg.caift/~40_921.pdf