This document outlines a rubric for grading a research paper on the effectiveness of online courses for high school students in the USA. It provides scoring criteria for various sections of the paper such as the title page, problem statement, introduction, body, conclusion, grammar/mechanics, citations, and bibliography. The highest scores are for exemplary quality, logical organization, inclusion of key elements, proper formatting, and being free from errors. Lower scores are for papers that are missing elements, disorganized, contain errors, or lack proper citations and references. The purpose is to build research skills and incorporate evidence-based solutions to educational issues.

1. 1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
75.0 %Content
20.0 %Legal and Ethical Implications: Reflection Regarding
Students
Does not reflect on the information from specific articles.
Reflects on the information from specific articles, but reflection
lacks depth of insight.
Reflection indicates legal and ethical implications for classroom
management as it relates to students.
Implications are adequately described and an opinion is
expressed.
Implications are described clearly with anecdotes.
20.0 %Legal and Ethical Implications: Reflection Regarding
Parents
Does not reflect on the information from specific articles.
Reflects on the information from specific articles, but reflection
lacks depth of insight.
Reflection indicates legal and ethical implications for classroom

2. management as it relates to parents.
Implications are adequately described and an opinion is
expressed.
Implications are described clearly with anecdotes.
15.0 %Legal and Ethical Implications: Reflection Regarding
Teachers
Does not reflect on the information from specific articles.
Reflects on the information from specific articles, but reflection
lacks depth of insight.
Reflection indicates legal and ethical implications for classroom
management as it relates to teachers.
Implications are adequately described and an opinion is
expressed.
Implications are described clearly with anecdotes.
20.0 %Informing Personal Classroom Management System
Does not include ways in which this informs a personal
classroom management system.
Analysis of the implications of legal and ethical issues
regarding the rights of students, teachers and parents for
classroom management is sketchy and lacks depth of insight.
Essay contains an analysis of how legal and ethical issues
regarding the rights of students, teachers and parents inform a
personal classroom management system.
Analysis is clear and concisely presented.
Analysis draws specific conclusions about how these
implications affect the student's personal classroom
management system.
15.0 %Organization and Effectiveness
5.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is in part
or wholly incoherent.

3. Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose.
Argument is strong, showing logical progressions. Firm control
of the technique of argumentation is evident. Smooth
progression of claims
The argument presents a clear, convincing and persuasive claim
in a distinctive and compelling manner.
5.0 %Language Use and Audience Awareness (includes sentence
construction, word choice, etc.)
Inappropriate word choice and/or sentence construction, lack of
variety in language use. Writer appears to be unaware of
audience. Use of "primer prose" indicates writer either doesn't
apply figures of speech or uses them inappropriately.
Some distracting and/or inconsistencies in language choice
(register), sentence structure, and/or word choice are present.
Sentence structure may be sporadic. The writer exhibits some
lack of control in using figures of speech appropriately.
Sentence structure is correct and occasionally varies. Language
is appropriate to the targeted audience for the most part.
The writer is clearly aware of audience; uses a variety of
sentence structures and appropriate vocabulary for the target
audience; uses figures of speech to communicate clearly.
The writer uses a variety of sentence constructions, figures of
speech, and word choice in unique and creative ways that are
appropriate to purpose, discipline, and scope.
5.0 %Essay Structure, Paragraph Development, and Transitions
Paragraphs and transitions consistently lack unity and
coherence. There are no apparent connections between
paragraphs. Transitions are inappropriate to purpose and scope.
Organization is disjointed.
Some paragraphs and transitions may lack logical progression of

4. ideas, unity, coherence, and/or cohesiveness. Some degree of
organization is evident.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization and/or in their relationships to
each other.
A logical progression of ideas between paragraphs is apparent.
Paragraphs exhibit a unity, coherence, and cohesiveness. Topic
sentences and concluding remarks are used as appropriate to
purpose, discipline, and scope.
There is a sophisticated construction of the essay. Ideas
universally progress and relate to each other. The writer has
been careful to use paragraph and transition construction to
guide the reader.
10.0 %Mechanics and Format
5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar)
Surface errors are pervasive enough that they impede
communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly
distracting to the reader.
Prose is largely free of mechanical errors, although a few may
be present.
Writer is clearly in control of standard, written American
English.
3.0 %Evaluating and Documenting Sources (includes use of
appropriate style, correct in-text and citation format, etc)
Plagiarism; rarely follows any documentation format correctly;
uses non-credible sources
Uses documentation, but frequent formatting/citation errors are
present; some sources have questionable credibility
Sources used are credible and documented appropriately to the
discipline; formatting and citation is usually correct, but some

5. lack of control is apparent.
Documentation is appropriate and formatting/citation is correct,
although a few errors/typos may be present; most sources are
authoritative.
There are virtually no errors in documentation format or
citation; all sources are authoritative.
2.0 %APA Format and Style Requirements
APA format and style are not evident.
Title page is present but is missing APA elements. In-text
citations, where necessary, are used, but they are formatted
inaccurately and/or not referenced.
All key elements of an APA title page are present. In-text
citations and a reference section are present with few format
errors. Mechanics of writing are reflective of APA style.
Essay elements are theoretically supported with accurate
citations and references.
A broad understanding of APA format and style is evident in
use of level headings and lists, for example.
100 %Total Weightage
Research Paper Rubric
Name__________________________Date__________________
___Score________________________
Category
Exemplary 20 Points
Satisfactory 18 Points
Developing 16 Points
Unsatisfactory 14 Points

6. Not Evident 12 Points
Score
Title Page
Title of the project
Candidates Name, Instructor’s Name,
Course Name,
Date, Neatly finished-no errors and is according to Dr. Z
Writing Instructions
Evidence of 4
Evidence of3
Evidence of 2 or less
Absent, no evidence
/20
Problem Statement
Clearly and concisely stated
the paper’s purpose in short
sentences, which is engaging,
and thought provoking and is innovative
Clearly states the paper’s
purpose in a single sentence.
States the paper’s purpose in a single sentence.
Incomplete and/or unfocused.
Absent, no
evidence
/20
Introduction
The introduction is engaging,
states the main topic and
previews the structure of the
paper.
The introduction states the
main topic and previews the
structure of the paper.
The introduction states the
main topic but does not

7. adequately preview the
structure of the paper.
There is no clear introduction
or main topic and the structure
of the paper is missing.
Absent, no evidence
/20
Body, heading and subheading
Each paragraph has thoughtful
supporting detail sentences
that develop the main idea with headings and subheadings
Each paragraph has sufficient
supporting detail sentences
that develop the main idea.
Each paragraph lacks
supporting detail sentences.
Each paragraph fails to
develop the main idea.
Absent, no evidence
/20
Organization-
Structural
Development of
the Idea
Author demonstrated logical
and subtle sequencing of ideas through well-developed
paragraphs; transitions are
used to enhance organization.
Paragraph development
Present, and is logical.
Logical organization;
organization of ideas not fully developed.
No evidence of structure or organization.
Absent, no evidence
/20

8. Use of appropriate vocabulary and filed technical terminologies
Author applied 10 or more technical vocabulary/terminologies
and prior knowledge to design solutions to complex problems.
Author's writing demonstrated an understanding of the
relationship among material obtained from all sources.
Author applied 8 or more technical vocabulary/terminologies
and prior knowledge to design solutions to complex problems
Author applied 6 or less technical vocabulary/terminologies and
prior knowledge to design solutions to complex problems
Author applied 4 or less technical vocabulary/terminologies and
prior knowledge to design solutions to complex problems
Absent, no evidence
/20
Conclusion
The conclusion is engaging
and addressed the thesis for the reader to fully understand the
paper.
The conclusion addressed the thesis.
The conclusion does not
adequately address the thesis.
The conclusion is incomplete and/or ambiguous.
Absent, no evidence
/20
Grammar and punctuations
No errors in punctuation,
capitalization and spelling.
two or less errors in
punctuation, capitalization and spelling.
More than 3 errors in punctuation,
capitalization and spelling.
More than 6 and distracting
errors in punctuation,
capitalization and spelling.
Absent, no evidence
/20

9. Citation and References
All cited works, both text and
visual, are reported in the correct
APA format with no errors.
5 or more cited works, both text and visual, are reported in the
correct APA format. Inconsistencies evident.
3 and less cited works, both text and visual, are reported in the
correct APA format.
1 or less cited authors
Absent, no evidence
/20
Bibliography
provided in the correct format
with no errors. Includes more
than 5 major references (e.g.
peer reviewed journal articles,
books, but no more than two
internet sites.
Provided in the correct format with 2 or less errors. Includes 5
major references (e.g. peer reviewed journal articles, books, but
no more than two internet sites.
Provided in the correct format with 4 or more errors. Includes 3
major references (e.g. peers journal articles, books, but no more
than two internet sites.
Provided in the correct format
with more than 5 errors. Includes 2 major references (e.g. peer
reviewed journal articles, books, but no more than two internet
sites.
Absent, no evidence
/20
Total

10. /200
Guidelines
· Topic is (the effectiveness of online courses for high school at
USA)
· Between 7-8 pages
· FROM WHERE YOU WILL GET YOU’RE RESOURCES
My instructor will ask me from where and what I have read
about the information’s that I use in to the research
· Free of grammatical and spelling errors.
· Times New Roman 12 point Font
· 1” Margins
· Double Spaced
· Follow APA
· Contain Headings Listed
Create Headings
· Introduction
· Problem Statement
· Literature Review
· Conclusion
· References
Main Purpose
· To address a challenge you are currently having in learning or
instructional setting or may face in the future.
· Learn to synthesize information from research or peer
reviewed articles.
· To incorporate scientifically based solutions to instructional
decisions.
· To build a foundation of research practices geared to the

11. graduate student’s content area.
Problem Statement
· The problem statement is intended to introduce the reader to
why you have chosen the specific topic to research.
· The problem statement of your paper should clearly state the
phenomenon or difficulty you have found in an educational or
learning context.
· This statement should be at least a page.
Literature Review
· Read and review a minimum of ten peer reviewed articles
pertaining to your problem statement.
· Determine which ones will help find a solution to the problem.
· Do not include articles or information that is peripheral to the
discussion.
· Synthesize the information under the Literature Review
heading. (For this project, you must include at least a page per
article)
· Include quotes from articles which seem to address either the
problem or what others have attempted to use to solve a similar
problem.
Conclusion
· Concluding remarks tend to restate both the problem statement
and provide a synthesized review of the literature.
· The conclusion should not include new details or examples but
bring the discussion to a close.
FROM WHERE YOU WILL GET YOU’RE RESOURCES
My instructor will ask me from where and what I have read
about the information’s