This document provides a rubric to evaluate student proposals on constitutional changes. It evaluates students on four criteria: introduction and proposal clarity, supporting evidence, flow and organization, and style/language. For each criterion there are four levels of achievement from exemplary to below standards. The highest level receives a score of 4 and the lowest a score of 1. The rubric provides clear descriptions of the characteristics and requirements to attain each score level for each evaluation criterion.

1. CATEGORY
4 -
Above Standards 3 - Meets Standards 2 - Approaches Standards
1 -
Below Standards
Proposal Student provides
clear and concise
introduction of the
Constitutional
proposal that tells the
reader what they
want to change
regarding the
Constitution.
Student provides
clear and concise
introduction of the
Constitutional
proposal but lacks
complete
thoroughness.
Student somewhat provides
clear and concise
introduction of the
Constitutional proposal that
leaves the reader only
understanding part of the
students proposal.
Student does not
provide clear and
concise introduction
of the Constitutional
proposal which leaves
the reader not
knowing what the
student wants to
change.
Supporting
Evidence
Student provides 3 or
more pieces of
evidence that
supports their
Constitutional
proposal and is
completely thorough
when presenting
evidence.
Student provides 3 or
more pieces of
evidence that
supports their
Constitutional
proposal but lacks
complete
thoroughness when
presenting evidence.
Student only provides 2
pieces of evidence that
supports their Constitutional
proposal.
Student only provides
1 or fewer pieces of
evidence that
supports their
Constitutional
proposal.
Flow/Organization Student provides a
sufficient flow and
transition to the
paper. This includes
an introduction,
paragraphs on
supporting evidence
and a conclusion. The
paper is sufficiently
organized and has
complete
thoroughness.
Student provides a
sufficient flow and
transition to the
paper. The student
includes an
introduction,
paragraphs on
supporting evidence
and a conclusion. The
paper is organized
but lacks complete
thoroughness.
Student does not provide a
sufficient flow and transition
to the paper. The student
only has 1 of the following:
an introduction, paragraphs
on supporting evidence and
a conclusion. The paper is
not sufficiently organized.
Student does not
provide a sufficient
flow and transition to
the paper. The
student lacks an
introduction,
paragraphs on
supporting evidence
and a conclusion. The
paper is not
sufficiently organized.
Style/Language Student has careful
editing/proofing and
the paper is error
free. Student provides
all word count, font,
page layout and
heading
requirements.
Student lacks careful
editing/proofing and
has 1 to 2 errors. But
the student provides
all word count, font,
page layout and
heading
requirements.
Student has somewhat
careful editing/proofing and
the paper consists of 3 to 4
errors. Student only provides
2 of the following: word
count, font, page layout and
heading requirements.
Student does not have
careful
editing/proofing amd
the paper has 5 or
more errors. Student
only provides 1 or
fewer of the
following: word
count, font, page
layout and heading
requirements.