Individual Assignment Rubrics.pdf
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This document contains a rubric for evaluating an individual assignment on project management. It assesses writing skills, report format and organization, depth of content, and validity of references. The rubric contains 4 criteria, each scored from 0-5. Criteria are weighted from 0.25 to 2. Total possible marks are 20. The rubric will be used to grade a student's individual assignment submission and provide feedback.
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Note for Case Study #1 The case study can be found in the Assignm.docx
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The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
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· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
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.
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
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limited the quality of the
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Exhibits a limited
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themes. Introduction of
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This document contains rubrics for evaluating projects, reports, and presentations.
The project rubric assesses topics on preparation/research, knowledge/content, creativity, organization, and execution. Points are awarded on a scale from 0-4.
The report rubric allocates marks for content (80%), presentation layout (15%), and references (5%). Content is judged on descriptions, explanations, and understanding demonstrated.
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This document outlines 8 steps for selecting a research problem and developing a research methodology. It discusses identifying problem areas within one's field of interest and subject matter expertise. Some key aspects covered are exploring issues within potential problem areas, being alert to topics proposed for further research, considering the importance and feasibility of research problems, breaking problems down into components, choosing an appropriate research strategy, mapping out the research process, consulting with others, and preparing to discuss problem areas with supervisors or tutors. The overall goal is to distill a researchable problem to focus on for a thesis or project.
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This document discusses formulating the research problem in research methodology. It defines a research problem as a perceived gap between what is and what should be. The key points covered include:
- Identifying sources of research problems such as people, problems, programs, and phenomena.
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- Item analysis examines student responses to test questions to assess question and test quality. It helps improve questions for future tests or identify problems for a single test.
- Item analysis also helps instructors develop better test construction skills and identify areas of course content needing more emphasis or clarity.
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The document provides guidance on writing subject intended learning outcomes (SILOs). It defines learning outcomes and discusses taxonomies for classifying levels of understanding, such as Bloom's Taxonomy. The document outlines steps for writing SILOs, including preparing by deciding content and knowledge type, writing draft SILOs, and revising for clarity and observability. Verbs are suggested to make outcomes concrete and assessable.
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This document discusses defining a research problem. It begins by stating that identifying a research problem is the first step of the research process and involves selecting a question the researcher wants to answer. It then discusses guidelines for identifying a research problem, such as being aware of existing research, controversial issues, and reviewing literature. The document outlines techniques for identifying specific research problems, including inductive and deductive reasoning. Key steps are stated as generally defining the problem, understanding the problem's nature through discussion, surveying literature, developing ideas through discussion, and rephrasing the problem into an operational research question.
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This document provides an overview of quantitative research methodology. It discusses the key steps in the research process, including formulating a research problem, identifying variables, constructing hypotheses, research design, data collection methods, and establishing validity and reliability.
The main sections covered are formulating a research problem by identifying a topic and specifying research questions/objectives. Important considerations for selecting a problem include interest, magnitude, measurement, expertise, and ethics. Hypotheses are then constructed to focus the study and specify relationships to be tested. Research design and methods of data collection, such as surveys, are selected. Finally, validity and reliability of research instruments are established to ensure accurate and consistent measurement.
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Note for Case Study #1 The case study can be found in the Assignm.docx
Note for Case Study #1: The case study can be found in the Assignment folder Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the construct found in the resources folder Case Study Format and Guidance to assist you with your analysis and submit it as part of the assignment. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.....................
Assignment Instructions
The case study link is provided below for the Case Study 1 Pacific Healthcare. Read and study the case and complete the questions at the end of the study. Use the case study outline below to assist you with your analysis. Questions should be answered using case study format. Ensure that you adequately explain the problem, describe alternative solutions and justify your recommendation. This exercise should be able to be completed in approximately 3-6 doubled space pages. Attached completed Case Study #1 as a MS Word document in the assignment area of the classroom – Case Study #1.
Please see enclosed attachments:
· Outline for Case Study Paper
· Case Study
· Rubic
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
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.
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.
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.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subjec.
Sem 2 project rubrics lead
This document contains rubrics for evaluating projects, reports, and presentations.
The project rubric assesses topics on preparation/research, knowledge/content, creativity, organization, and execution. Points are awarded on a scale from 0-4.
The report rubric allocates marks for content (80%), presentation layout (15%), and references (5%). Content is judged on descriptions, explanations, and understanding demonstrated.
The presentation rubric evaluates organization, visual aids, verbal techniques, attire, subject knowledge, and confidence. Areas are scored from 1-4.
Assignment InstructionsInstructionsIn 2-3 pages (not co
Assignment Instructions
Instructions:
In 2-3 pages (not counting cover and references), compare and contrast the European and North American freight transportation systems, globalized trade, and global policy implications . Lastly, reviewing the future research, what part do you find interesting and why?
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines. Provide a minimum of 3 in text citations with an APA Reference List.
Grading Rubic:
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
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
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
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.
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.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate level work. Learner provides a strategic approach in p ...
Rubric Graduation Resaearch Project.pdf
This document outlines the assessment tasks and rubrics for students on a research graduation project. It includes details on four assessment tasks that make up the total assessment score, including a continuous assessment, quiz, oral presentation, and final project evaluation. It provides rubrics for evaluating the oral presentation and original research project. The rubrics address elements such as organization, style, use of communication aids, content depth, accuracy, and language. Scores are divided into multiple levels of achievement such as sophisticated, competent, and not yet competent.
Assignment 1 Rhetorical Analysis Evaluative Criteria (20 pts).docx
Assignment 1: Rhetorical Analysis Evaluative Criteria (20 pts)
0 – 1pts 1 -2pts 2- 3pts 3 – 4pts 4 – 5pts
Rhetorical analysis
evaluates a text to
educate the reader
using expository
concepts: explain,
describe, define,
instruct, and
inform(Meets essay
requirements 1 & 2)
Submission is totally off
from the actual
assignment, even if it is
correctly and coherently
written. (Many instructors
require that such papers
be rewritten before
assigning any grade.
Topic or situation is poor,
too broad, too narrow, or
inappropriate.
Assignment may over or
under-estimate audience's
prior knowledge or
assumptions. Adds little
substance.
Assignment has been
followed. The paper
develops its points with a
sense of audience
Assignment has been
followed and fulfilled.
The paper shows a clear
sense of audience and
purpose. Shows
awareness of implications
and assumptions about
the audience.
Effectively met the needs
of the rhetorical situation
and makes a contribution.
Accommodates and moves
its audience(s).
Essay includes a
beginning, middle,
and end. Proper
APA format &
reference page.
Demonstrates
attention to detail &
depth of thought.
(Meets requirements
2 & 3)
Plagiarized- submission is
someone else's paper or
has used sources
improperly or without
documentation. Contains
multiple organizational
deficiencies.
Organization may be
flawed or missing;
paragraphs not well
developed; missing or
incorrect introductions,
transitions; introductions
or conclusions.
Organization is clear.
Reader could easily outline
the presentation. Paragraphs
are adequately developed
and are divided
appropriately. Transitions
foster coherence.
Effective introduction
and conclusion.
Paragraphs are logical,
transitions are well-
chosen. Information is
detailed.
Organization is effective.
Introduction establishes the
context & purpose.
Paragraphs are fully
developed & flow logically.
Conclusion is suitable in
tone and strategy.
The essay includes a
cover page with
document title. The
title adds interest
and is meaningful
and/or informative.
Content is quality.
(Meets requirement
3 & 4)
Numerous and consistent
errors of grammar,
spelling, punctuation,
diction, or syntax
seriously hinder
communication.
Numerous and consistent
errors in grammar,
spelling, and punctuation.
The syntax or diction in
some sentences may be so
flawed that they are
incomprehensible. Lack
of proofreading may
contribute to
ineffectiveness.
Expression is competent.
Sentence structure is
generally correct, but may
show limited competence.
Relies on simple and
compound sentences. Word
choice is correct though
limited. May contain errors
in spelling, mechanics, and
grammar.
Expression is competent.
Sentence structure is
correct. Uses emphasis,
subordination, variety in
sentence length and
modifiers. Word choice is
idiomatic, vocabulary
precise. Punctuation,
grammar ...
APUS Assignment Rubric Undergraduate Level 300-400 .docx
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNNIG
LEVEL
1
TOTAL
POINTS
FOCUS/THESIS 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.
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.
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.
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.
CONTENT/SUBJECT
KNOWLEDGE
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.
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.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
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.
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.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300-
400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
Student takes a common,
conven.
Graduate seminar rubric
This rubric evaluates graduate student thesis seminar presentations on 10 criteria using a 5-point scale. Areas assessed include the title and abstract, introduction (problem/purpose/significance), literature review, research design/methods, data analysis, oral delivery, slide layout/presentation, and professionalism. Higher scores are given for clear and logical components, thorough descriptions, appropriate design/analysis, engaging delivery, effective integration of slides and speech, and professional appearance and conduct. The total score out of 100 determines if the presentation is satisfactory or must be repeated.
EXEMPLARY LEVEL 4ACCOMPLISHED LEVEL 3DEVELOPING LEVEL 2BEG.docx
EXEMPLARY LEVEL 4
ACCOMPLISHED LEVEL 3
DEVELOPING LEVEL 2
BEGINNNIG LEVEL 1
TOTAL POINTS
SYNTHESIS OF KNOWLEDGE
(FOCUS/THESIS)
[Graduate Learning Outcomes Assessment Objective #4]
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.
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.
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.
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.
FOUNDATION OF KNOWLEDGE
[Graduate Learning Outcomes Assessment Objective #3]
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.
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.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
APPLICATION OF KNOWLEDGE (CRITICAL THINKING SKILLS)
[Graduate Learning Outcomes Assessment Objective #5]
Student demonstrates a higher-level of critical thinking necessary for graduate 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-sup ...
APUS AssignmentRubricUndergraduate Level300-400EXEMPLARY L.docx
APUS Assignment
Rubric
Undergraduate Level
300-400
EXEMPLARY LEVEL
4
ACCOMPLISHED LEVEL
3
DEVELOPING LEVEL
2
BEGINNNIG LEVEL
1
TOTAL POINTS
FOCUS/THESIS
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.
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.
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.
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.
20/20
CONTENT/SUBJECT KNOWLEDGE
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.
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.
The assignment reveals that the student has a general, fundamental
understanding of the
course material. Whereas, 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.
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.
20/20
CRITICAL THINKING SKILLS
Student demonstrates a higher-level of critical
thinking necessary for 300-
400 level work. Learner provides a strategic
Student exhibits a good command of critical
thinking skills in the presentation of material
and supporting
Student takes a common, conventional approach in
guiding the reader through various linkages and
connections presented in
Student demonstrates beginning understanding
of ke.
APUS Assignment Rubric Undergraduate Level EXEMPLARYLEVEL4.docx
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL
3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work is clearly defined to help guide the reader throughout the assignment. Student builds upon the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
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
Student exhibits a basic understanding of the intended assignment, but the formatting and grammar is not supported throughout the assignment. The reader may have some difficulty in seeing linkages between thoughts. Student has limited the quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Assignment instructions were not followed. Student’s writing is weak in the inclusion of supporting facts or statements. Paper includes more than 25% quotes, which renders it unoriginal.
4
SUBJECT KNOWLEDGE
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.
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.
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, 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.
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.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking necessary for undergraduate 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 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 provides ade.
APUS Assignment Rubric School of Security and Global Stud.docx
APUS Assignment Rubric
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
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
APUS Assignment Rubric School of Security and Global Stud.docx
APUS Assignment Rubric
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
Synthesis of
Knowledge
Foundation
of
Knowledge
Application
of
Knowledge
Organization
of
Ideas/Format
Writing and
Research
Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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 ...
ClosePrint RubricHLSS Assignment Rubric 500-600 LevelA
Close
Print Rubric
HLSS Assignment Rubric 500-600 Level
Activity: Thesis Proposal - Week 3
Course: HLSS699 A002 Summer 2022
Name: Gussie Bellinger
Criteria
Exemplary
20 points
Accomplished
17 points
Developing
15 points
Beginning
13 points
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
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.
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.
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.
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 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.
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.
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.
The assignment reveals that
the student has a general,
fundamental understanding
of the course material.
Whereas, 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.
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.
Student demonstrates a
higher-level of critical
thinking necessary for
graduate level work. Learner
provides a strategic
approach in presenting
examples of problem solving
or critical thinking, while
drawing logical conclusions
...
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
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
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
handbook
This document provides an overview and sample materials for the Language Proficiency Assessment for Teachers (English Language) or LPATE. It includes descriptions and strategies for the four components - Reading, Writing, Listening and Speaking. Sample papers and answers are provided for each section to help candidates understand what is required. The document outlines the objective of the LPATE, describes the proficiency levels assessed, and provides performance descriptors for different skills. It aims to help candidates prepare for the assessment by understanding the format and criteria.
Course Description_B Tech-1.doc
This document provides a course curriculum format for an Applied Technical Communication course. The 3-credit course aims to improve students' grammar, public speaking, self-awareness, writing skills, and personality. It includes 5 modules covering remedial grammar, vocabulary, communication fundamentals, levels of communication, and barriers to effective communication. Assessment includes theory exams, practical experiments like group discussions, and a focus on developing professional skills. The course aims to help students understand instructions, write clearly using technical vocabulary, distinguish communication levels and barriers, and develop critical thinking and writing skills.
Assessing speaking
This document provides an overview of assessing speaking ability. It discusses that speaking is an important part of life and language curriculum, but can be challenging to assess due to its many dimensions. There are two main approaches to assessing speaking - construct-based and task-based. Speaking tasks can be open-ended, structured, or semi-structured. Developing quality speaking tasks involves choosing appropriate topics, scenarios, and materials. Scoring speaking typically uses rating scales which are developed through rater training. Reliability and validity are important concepts to consider when assessing speaking.
APUS Assignment Rubric Lower Level Graduate 500-600 CoursesUpd.docx
APUS Assignment Rubric Lower Level
Graduate 500-600 Courses
Updated: June 2012
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
Synthesis of Knowledge
Foundation of Knowledge
Application of Knowledge
Organization of Ideas/Format
Writing and Research Skill
Total
Synthesis of Knowledge (Focus/Thesis)
[Graduate Learning Outcomes Assessment Objective 4]
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 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.
____________________________________________________________________________
Foundation of Knowledge
[Graduate Learning Outcomes Assessment Objective 3]
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. Whereas, 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.
Running head TEST SPECIFICATIONS1TEST SPECIFICATIONS.docx
Running head: TEST SPECIFICATIONS
1
TEST SPECIFICATIONS
5
Thanks for the application assignment submission. Below is the grading rubric for the application assignments. Use it in conjunction with the edits in the manuscript.
Comments:
So, the scorecard approach seems to be trying to make a qualitative or projective technique quantitative. Great minds have failed miserably with this approach. I may be misunderstanding what was described. Do consider a) how you will explain this more clearly when we get to the sample items and instructions and b) how you will show that different raters (questioners) can demonstrate reliability and validity.
Responsiveness
4
Content Knowledge
4
Quality of writing
4
Total
12
Application Assignment Rubric
Grading Rubric: Application Assignments 12 possible points per application assignment
scored on the first three indicators (Responsiveness, Content, and Quality).
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS
(AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing assignment?)
(4 points)
Paper or writing assignment is unresponsive to the requirements given in the instructions. The content misses the point of the assigned or selected topic; and/or relies primarily on anecdotal evidence (e.g., largely comprised of student opinion); and/or contains little or no 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.
Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content is somewhat misses the point of the assigned or selected topic; and/or lacks in substance, relying more on anecdotal than scholarly evidence (e.g., largely comprised of student opinion); and/or contains minimal 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.
Paper or writing assignment is responsive to and meets the requirements given in the instructions. It responds to the assigned or selected topic; is substantive and evidence based; demonstrates clearly 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.
Paper or writing assignment is responsive to and exceeds the requirements given in the instructions. It responds to assigned or selected topic; demonstrates insight beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what is known about the topic, unearths something unanticipated, etc.); 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 wa ...
English - Assessing writing
The document discusses assessing writing skills. It describes different types of writing like academic, job-related, and personal writing. It outlines micro skills like imitative and intensive writing, and macro skills like responsive and extensive writing. For micro skills, it provides examples of assessment tasks for imitative writing like spelling tests and dictation. For intensive writing, it discusses tasks like rewriting sentences and transforming grammar. For macro skills, it discusses designing assessment tasks for responsive and extensive writing like guided questions, paragraph construction, and scoring methods.
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