APUS Assignment Rubric Lower Level Undergraduate 300-400 Courses Updated: June 2013 Full Rubric for Classroom Publication School of Security and Global Studies Rubric Features · Rubric categories are evenly distributed – 20 points per category. · Assignment settings equal 100 points for each assignment. · Grade book is set for weighted categories (not points). · Separate rubrics in 100-200, 300-400, 500-600 level courses for assignments. · Standard forum discussion rubric for all levels. Quick Table for Insertion in Assignments (within Word document) Criteria Exemplary 16-20 Accomplished 11-15 Developing 6-10 Beginning 0-5 Total Focus/Thesis Content/Subject Knowledge Critical Thinking Skills Organization of Ideas/Format Writing Conventions Total Focus/Thesis – 20 points Beginning Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Student’s writing is weak in the inclusion of supporting facts or statements. Developing   Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment. Accomplished Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment. Exemplary Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well-constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. ______________________________________________________________________________ Content/Subject Knowledge – 20 points Beginning  Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. Developing  The assignment reveals that the student has a general, fundamental understanding of the course material. There are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. Accomplished  Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide a.

1. APUS Assignment Rubric Lower Level
Undergraduate 300-400 Courses
Updated: June 2013
Full Rubric for Classroom Publication
School of Security and Global Studies Rubric Features
· Rubric categories are evenly distributed – 20 points per
category.
· Assignment settings equal 100 points for each assignment.
· Grade book is set for weighted categories (not points).
· Separate rubrics in 100-200, 300-400, 500-600 level courses
for assignments.
· Standard forum discussion rubric for all levels.
Quick Table for Insertion in Assignments (within Word
document)
Criteria
Exemplary 16-20
Accomplished 11-15
Developing 6-10
Beginning 0-5
Total
Focus/Thesis
Content/Subject Knowledge

2. Critical Thinking Skills
Organization of Ideas/Format
Writing Conventions
Total
Focus/Thesis – 20 points
Beginning
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development
of key themes. Introduction of thesis is not clearly evident, and
reader must look deeper to discover the focus of the writer.
Student’s writing is weak in the inclusion of supporting facts or
statements.

3. Developing
Student exhibits a basic understanding of the intended
assignment, but the thesis is not fully supported throughout the
assignment. While thesis helps to guide the development of the
assignment, the reader may have some difficulty in seeing
linkages between thoughts. While student has included a few
supporting facts and statements, this has limited the quality of
the assignment.
Accomplished
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment.
Exemplary
Student exhibits a defined and clear understanding of the
assignment. Thesis is clearly defined and well-constructed to
help guide the reader throughout the assignment. Student builds
upon the thesis of the assignment with well-documented and
exceptional supporting facts, figures, and/or statements.
_____________________________________________________
_________________________
Content/Subject Knowledge – 20 points
Beginning
Student tries to explain some concepts, but overlooks critical
details. Assignment appears vague or incomplete in various
segments. Student presents concepts in isolation, and does not
perceive to have a logical sequencing of ideas.
Developing
The assignment reveals that the student has a general,
fundamental understanding of the course material. There are
areas of some concerning in the linkages provided between facts
and supporting statements. Student generally explains concepts,
but only meets the minimum requirements in this area.

4. Accomplished
Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
Exemplary
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.
_____________________________________________________
_________________________
Critical Thinking Skills – 20 points
Beginning
Student demonstrates beginning understanding of key concepts,
but overlooks critical details. Learner is unable to apply
information in a problem-solving fashion. Student presents
confusing statements and facts in assignment. No evidence or
little semblance of critical thinking skills.
Developing
Student takes a common, conventional approach in guiding the
reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on
key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
Accomplished
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.
Assignment demonstrates the student’s above average use of
relating concepts by using a variety of factors. Overall, student

5. provides adequate conclusions, with two or fewer errors.
Exemplary
Student demonstrates a higher-level of critical thinking
necessary for 300-400 level work. Learner provides a strategic
approach in presenting examples of problem solving or critical
thinking, while drawing logical conclusions which are not
immediately obvious. Student provides well-supported ideas and
reflection with a variety of current and/or world views in the
assignment. Student presents a genuine intellectual development
of ideas throughout assignment.
_____________________________________________________
_________________________
Organization of Ideas/Format – 20 points
Beginning
Assignment reveals formatting errors and a lack of organization.
Student presents an incomplete attempt to provide linkages or
explanation of key terms. The lack of appropriate references or
source materials demonstrates the student’s need for additional
help or training in this area. Student needs to review and revise
the assignment.
Developing
Learner applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing. Student uses fewer sources or
references than required by assignment. Academic sources are
lacking.
Accomplished
Student explains the majority of points and concepts in the

6. assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with a few
formatting errors. Assignment contains number of academic
sources required in assignment.
Exemplary
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction (or
abstract), well- developed paragraphs, and conclusion. Finished
assignment demonstrates student’s ability to plan and organize
research in a logical sequence. Student uses required number of
academic sources or beyond.
_____________________________________________________
_________________________
Writing Conventions (Grammar and Mechanics) – 20 points
Beginning
Topics, concepts, and ideas are not coherently discussed or
expressed in assignments. Student’s writing style is weak and
needs improvement, along with numerous proofreading errors.
Assignment lacks clarity, consistency, and correctness. Student
needs to review and revise assignment.
Developing
Assignment reflects basic writing and grammar, but more than
five errors. Key terms and concepts are somewhat vague and not
completely explained by student. Student uses a basic
vocabulary in assignment. Student’s writing ability is average,
but demonstrates a basic understanding of the subject matter.
Accomplished
Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select

7. appropriate word usage and present an above average
presentation of a given topic or issue. Assignment appears to be
well written with no more than three-five errors. Student
provides a final written product that covers the above-minimal
requirements.
Exemplary
Student demonstrates an excellent command of grammar, as
well as presents research in a clear and concise writing style.
Presents a thorough and extensive understanding of word usage.
Student excels in the selection and development of a well-
planned research assignment. Assignment is error-free and
reflects student’s ability to prepare a high-quality academic
assignment.
Research Approacches Lesson
Quantitative Research: Quantitative methods commonly use
numbers and analyze numerical data to make inferences about
what they mean in a research problem. Quantitative methods do
not always require statistic,s but most researchers think of
descriptive statistical approaches as a way to create images of
data distribution which the researcher will interpret to support
or refute his hypothesis.
· Statistics is the “science of collecting, analyzing, and drawing
conclusions from masses of numerical data” (Clauser 2010,
106). There are three main types of statistics: descriptive,
sampling theory, and inferential statistics.
· Descriptive statistics enable a researcher to understand the
spread of data over a given period of time.
· Sampling enables one to make inferences about a larger group
based on the “sample” if a representative few.
· Finally, inferential statistics can enable a researcher to draw
conclusions based on relationships between data or data sets

8. (Clauser 2010, 106-128).
The primary advantage to quantitative approaches is that it
enables a researcher to take a large amount of data and derive
from it certain data that is unbiased, based solely on analysis of
the data and how the analytical program is set up to measure
and interpret it. The disadvantage is that it requires significant
data to achieve a result that can generate conclusions about the
world. Also, interpretation of the data may not be reliable if
there is any departure from the original test or if the method in
which the data was collected was flawed.
Qualitative research approaches are based on the examination,
analysis, and interpretation of observations and rely on human
interaction and interpretation to make conclusions about
relationships, patterns of behavior, and how and why humans
act as they do. The reading on Qualitative Methods in your
Lessons folder provides a longer explanation of the types of
qualitative methods, including surveys, interviewing individuals
and groups, observation, case studies, and focus group studies.
There are other qualitative research approaches, to include:
· Ethnographic Research: methods that collect data on cultures
that researchers use to create theories about the connections
between culture and behavior;
· Critical and Ethical Inquiry: methods used to develop theories
about how people communicate, develop symbolic meanings,
and express behavior and beliefs based on the notions of
obligation, duty, right and wrong, and other behaviors based on
humans making choices;
· Historical research: a method that enables one to consider the
role of history in context to other events. Researchers find
some leverage in these methods that ask how history influences
the behaviors and belief systems of the research subjects.
· Document or content analysis: a method by which the
researcher derives facts from documents and other meaningful
artifacts of human life and attempts to interpret those facts into
a meaningful explanation of behavioral influences.
So, how does a researcher choose the best approach? Consider

9. this short article based on a business research topic. The
example below suggests several ways that a qualitative
researcher might triangulate data and move the research project
from specific data to general themes, and ultimately to a
research conclusion or finding. This article and material comes
from DeVault, Gigi.” Choosing Between Qualitative and
Quantitative Methods: What Are You Trying to Prove? “
Here are the elements:
Specific Consumer Interviews Consumers convey the reasons
why they leave items in online shopping carts and why they do
not complete online purchases.
Specific Website User Observations Researchers observe
consumers engaged in online shopping who report what they are
thinking as they shop.
General Researcher Field Notes Researchers record ideas that
emerge during the data collection process, such as: Online
shoppers tend to treat shopping carts like the dressing rooms in
actual shops, where leaving items behind is just part of the
shopping experience.
Research Conclusion Online shoppers engage in window
shopping as evidenced by the practice of leaving items in the
online shopping cart; this consumer behavior contributes to
feelings of familiarity with an online store which tends to draw
the consumer back to make purchases at more opportune times.
How does a market researcher know when to use a qualitative
approach and when to use a quantitative approach? Is one
approach really better than the other?
A choice between research methods rests fundamentally on a set
of decisions about the questions a researcher wants to answer
and the practicality of gathering the kind of data that will
answer those questions. The first step is to look for an obvious
fit.
Although there are a number of soft differences between the two
types of methods, there is one very important distinction.
Quantitative research is deductive and hinges on the presence of

10. a hypothesis that is developed before research begins.
Qualitative research is inductive and does not require a
hypothesis to start the research process. Let's take a closer look
at this important difference, and dig a bit deeper into three key
terms that help define quantitative and qualitative research.
Quantitative Research Confirms. Quantitative research looks at
the general case and moves toward the specific. This deductive
approach to research considers a potential cause of something
and hopes to verify its effect. Since the phrase “cause and
effect” is part of nearly every child's history of parental
lectures, we are all familiar with the concept. In research, cause
and effect is all about the strength of the relationship. If a very
strong relationship exists between two variables, the cause and
effect relationship may be said to be highly probable or highly
likely. There is still room to say that the effect does not occur
as a result of the cause, but this is considered not very probable.
The following is an example of a deductive market research
approach that seeks to measure differences in online purchasing
behavior and use of website shopping carts:
General Cause: The purchasing behavior of internet shoppers
who regularly place items in their online shopping cart but do
not complete many purchases differs from the purchasing
behavior of internet shoppers who do not use the cart to hold
items they never buy.
Specific Effect: Internet shoppers who habitually place items in
their online shopping carts but do not complete the purchases
are 75% more likely to return to the same websites and
complete a purchase within 7 days.
Research Finding: Retaining the online shopping cart contents
for 10 days when a consumer leaves a website before
completing a purchase is good business, and means a high
probability of future purchases by that consumer on the visited
website.
Hypothesis: A hypothesis is a tentative assumption in the form
of a statement or a question that a research effort is designed to
answer. In quantitative research, there are two hypothesis

11. statements. One hypothesis is called the null hypothesis, or Ho.
A researcher does not expect the null hypothesis to be true. At
the conclusion of the research process, the researcher will
analyze the data collected, and then will either accept or reject
the null hypothesis. Researchers refer to the process of
confirming a hypothesis -- the assumption -- as testing the
hypothesis.
The second hypothesis is called the alternative hypothesis, or
HA. The researcher assumes the alternative hypothesis is true.
Rejecting the null hypothesis suggests that the alternative
hypothesis may be true -- that is, the chance that there is an
error in the data that would make the alternative hypothesis not
true is acceptably small by scientific standards. Hypothesis
testing in quantitative research is never absolute. For example:
HO = Internet shoppers who place items in the cart before
leaving the website are no more likely to return and complete a
purchase than internet shoppers who do not place items in their
cart, but also return to the website.
HA = Internet shoppers who leave a website before purchasing
items they have placed in their cart are more likely to complete
a purchase on the same website in the near future.
Qualitative research begins with the specific and moves toward
the general. The data collecting process in qualitative research
is personal, field-based, and iterative or circular. As data are
collected and organized during analysis, patterns emerge.
Throughout the data collecting process, researchers typically
record their thoughts and impressions about the emerging data
patterns. Qualitative researchers gather data about their research
in several different ways or from many different sources.
The example below suggests several ways that a qualitative
researcher might triangulate data and move the research project
from specific data to general themes, and ultimately to a
research conclusion or finding:
· Specific Consumer Interviews: Consumers convey the reasons
why they leave items in online shopping carts and why they do
not complete online purchases.

12. · Specific Website User Observations Researchers observe
consumers engaged in online shopping who report what they are
thinking as they shop.
· General Researcher Field Notes Researchers record ideas that
emerge during the data collection process, such as: Online
shoppers tend to treat shopping carts like the dressing rooms in
actual shops, where leaving items behind is just part of the
shopping experience.
· Research Conclusion Online shoppers engage in window
shopping as evidenced by the practice of leaving items in the
online shopping cart. This consumer behavior contributes to
feelings of familiarity with an online store which tends to draw
the consumer back to make purchases at more opportune times.
Source: Choosing Between Qualitative and Quantitative
Methods: What Are You Trying to Prove?
http://marketresearch.about.com/od/market.research.techniques/
a/Choosing-Between-Qualitative-And-Quantitative-Methods.htm
References:
Clauser, Jerome and Jan Goldman. 2010. Introduction to
Intelligence Research and Analysis. Lanham, MD: Scarecrow
Press.
DeVault, Gigi. Choosing Between Qualitative and Quantitative
Methods: What Are You Trying to Prove? About.com Guide.
http://marketresearch.about.com/od/market.research.techniques/
a/Choosing-Between-Qualitative-And-Quantitative-Methods.htm
. (accessed January 28, 2012).