|
|
1
Unsatisfactory
0.00%
|
2
Less than Satisfactory
75.00%
|
3
Satisfactory
83.00%
|
4
Good
94.00%
|
5
Excellent
100.00%
|
|
80.0 %Content
|
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|
16.0 %Executive
summary addresses the purpose of the program or project
|
The purpose of the program or project is not provided.
|
The purpose of the program or project is incomplete, missing
relevant information.
|
The purpose of the program or project is provided and meets
the basic criteria for the assignment as indicated in the assignment
instructions.
|
The purpose of the program or project meets all criteria for
the assignment, as indicated in the assignment instructions, and is
provided in detail.
|
The purpose of the program or project meets all criteria for
the assignment, as indicated in the assignment instructions, is provided in
detail, and demonstrates higher level thinking by incorporating prior
learning or reflective thought.
|
|
|
16.0 %Executive
summary addresses the target population or audience
|
The target population or audience is not addressed.
|
The target population or audience is incomplete, missing
relevant information.
|
The target population or audience is provided and meet the
basic criteria for the assignment as indicated in the assignment
instructions.
|
The target population or audience meets all criteria for the
assignment, as indicated in the assignment instructions, and is provided in
detail.
|
The target population or audience meets all criteria for the
assignment, as indicated in the assignment instructions, and is provided in
detail, while demonstrating higher level thinking by incorporating prior
learning or reflective thought.
|
|
|
16.0 %Executive
summary addresses the benefits of the program or project
|
The benefits of the program or project are not provided.
|
The benefits of the program or project are incomplete,
missing relevant information.
|
The benefits of the program or project are provided and meet
the basic criteria for the assignment as indicated in the assignment
instructions
|
The benefit of the program or project meets all criteria for
the assignment, as indicated in the assignment instructions, and is
provided in detail.
|
The benefit of the program or project meet all criteria for
the assignment, as indicated in the assignment instructions, and is
provided in detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.
|
|
|
16.0 %Executive
summary addresses the cost or budget justification
|
The cost or budget justification is not provided.
|
The cost or budget justification is incomplete, missing
relevant information.
|
The cost or budget justification is provided and meets the
basic criteria for the assignment as indicated in the assignment
instructions.
|
The cost or budget justification issue meets all criteria
for the assignment, as indicated in the assignment instructions, and is
provided in detail.
|
The cost or budget justification issue meets all criteria
for the assignment, as indicated by the assignment instructions, and is
provided in detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.
|
|
|
16.0 %Executive
summary addresses the basis upon which the program or project will be
evaluated
|
The basis upon which the program or project will be
evaluated is not provided.
|
The basis upon which the program or project will be
evaluated is incomplete, missing relevant information.
|
The basis upon which the program or project will be
evaluated meets the basic criteria for the assignment as indicated in the
assignment instructions
|
The basis upon which the program or project will be
evaluated is provided in detail.
|
The basis, upon which the program or project will be
evaluated as indicated by the assignment instructions, is provided in
detail, while demonstrating higher level thinking by incorporating prior
learning or reflective thought.
|
|
|
15.0 %Organization and Effectiveness
|
|
|
5.0 %Thesis Development and Purpose
|
Paper lacks any discernible overall purpose or organizing
claim.
|
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
|
Thesis and/or main claim are apparent and appropriate to
purpose.
|
Thesis and/or main claim are clear and forecast the
development of the paper. It is descriptive and reflective of the arguments
and appropriate to the purpose.
|
Thesis and/or main claim are comprehensive; contained within
the thesis is the essence of the paper. Thesis statement makes the purpose
of the paper clear.
|
|
|
15.0 %Organization and Effectiveness
|
|
|
5.0 %Paragraph Development and Transitions
|
Paragraphs and transitions consistently lack unity and
coherence. No apparent connections between paragraphs are established.
Transitions are inappropriate to purpose and scope. Organization is
disjointed.
|
Some paragraphs and transitions may lack logical progression
of 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 appropriate to purpose.
|
There is a sophisticated construction of paragraphs and
transitions. Ideas progress and relate to each other. Paragraph and
transition construction guide the reader. Paragraph structure is seamless.
|
|
|
15.0 %Organization and Effectiveness
|
|
|
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar,
language use)
|
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or sentence
construction are used.
|
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence structure,
and/or word choice are present.
|
Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct sentence structure and audience-appropriate
language are used.
|
Prose is largely free of mechanical errors, although a few
may be present. A variety of sentence structures and effective figures of
speech are used.
|
Writer is clearly in command of standard, written, academic
English.
|
|
|
5.0 %Format
|
|
|
2.0 %Paper Format (1- inch margins; 12-point-font; double-spaced;
Times New Roman, Arial, or Courier)
|
Template is not used appropriately or documentation format
is rarely followed correctly.
|
Template is used, but some elements are missing or mistaken;
lack of control with formatting is apparent.
|
Template is used, and formatting is correct, although some
minor errors may be present.
|
Template is fully used; There are virtually no errors in
formatting style.
|
All format elements are correct.
|
|
|
5.0 %Format
|
|
|
3.0 %Research Citations (In-text citations for paraphrasing and
direct quotes, and reference page listing and formatting, as appropriate to
assignment)
|
No reference page is included. No citations are used.
|
Reference page is present. Citations are inconsistently
used.
|
Reference page is included and lists sources used in the
paper. Sources are appropriately documented, although some errors may be
present.
|
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and GCU style is usually correct.
|
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
|
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100 %Total Weightage
|
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