Rubrics

hmp 626 sm banner 1.jpg

Rubrics

Grading Scale

A+ = 97-100; A = 94-96; A- = 90-93

B+ = 87-89; B = 84-86; B- = 80-83

C+ = 77-79; C = 74-76; C- = 70-73

D+ = 67-69; D = 64-66; D- = 60-63

F = 59 or below

Weekly Response Statement (5 pts.)

For this assignment, you have very little space to synthesize and intellectually connect a number of readings—this is not a summary. Use your space wisely by being succinct and clear. I’ll be looking at important linkages, your analyses, and writing style.

Grant Proposal (100 pts.)

Grade	Introduction and Literature Review	Purpose and Objectives	Methodology	Significance/ Argument	Evidence	Writing Style
A	Provides a clear and thorough introduction and grounding background information	Objectives clearly address problem/need; are measurable, realistic; clearly define steps to be taken to achieve project goals; provides success indicators; answers questions: who? what? by when? by how much? according to which instrument?	Methods to be used, scope, and activities to achieve desired results are clearly stated; contains realistic timelines and tasks;	Presents strong rationale and significance in form of a well organized, with a logical structure that develops the ideas one paragraph at the time, with appropriate transitions between segments.	Thoughtful use of well chosen evidence, demonstrating a profound understanding of sources.	Free of errors; good use of language, none or few mechanical errors
B	Provides an introduction and grounding background information that is only somewhat significant to the experiment	Provides most of the objectives. Some objectives may not be readily attainable or measurable, or are loosely linked to problem/needs.	Includes methods but not entirely clear how you will achieve objectives;	Shows some effort to present the rationale and significance via mostly well organized with each paragraph containing one idea, each idea related to the thesis, but with some elements vague, or minor links missing	Mostly good use of sources, showing a general understanding of their argument and relevance.	Few errors, mostly good use of language, few and minor mechanical errors
C	Provides an introduction and background that is insignificant to the experiment	Objectives are incomplete; are difficult to understand, unrealistic; or appear unmeasurable.	Methods are incomplete; are difficult to understand how you will achieve desired results;	Significance is weak. Shows some organization, most ideas related to thesis, some parts of the argument muddled or contradictory.	Some use of evidence, not clearly demonstrating relevance of source to argument.	Some errors, uneven use of language, occasionally errant sentence structure or inappropriate word choice.
D				Lack of significance. Limited evidence of organization, several elements lacking connection to thesis and each other.	None or little support for argument, or misuse of sources (misunderstanding sources, using sources that are not relevant to argument)	Numerous errors that impede understanding of argument, notable mechanical errors.
F				Little evidence of organisation, many elements lacking connection to thesis and each other.	None or little support for argument, misuse of sources (misunderstanding sources, using sources that are not relevant to argument)	Numerous errors that show lack of care and impede understanding of argument, notable mechanical errors.

Oral Presentation (100 pts.)

Grade	Content	Visuals	Presentation Skills	Organization	Handling of Questions
A	Addresses all specified content areas; Material abundantly supports the topic.	Text is easily readable; Graphics used consistently supports the presentation; Slide composition has a professional look that enhances the presentation.	Clearly heard and polished; Attitude indicates confidence and enthusiasm; Audience attention is constantly maintained.	Information presented in logical and interesting sequence that the audience can easily follow.	Demonstrates full knowledge of the material; can explain and elaborate on expected questions.
B	Addresses most content areas; Material sufficiently supports the topic.	Text is readable; Graphics use mostly supports the presentation; Slide composition is not visually appealing, but does not detract from the presentation.	Clearly heard but not polished; Attitude indicates confidence but not enthusiasm; Audience attention is mostly maintained.	Information presented in a logical sequence that the audience can easily follow.	Demonstrates sufficient knowledge of the material to answer expected questions.
C	Addresses some of the content areas; Material minimally supports the topic.	Text is readable with effort; Graphics use rarely supports the presentation; Slide composition sometimes distracts from the presentation.	Difficult to hear and/or moments of awkwardness; Attitude indicates some lack of confidence and/or disinterest in subject; Audience attention is minimally maintained.	Information not always presented in a logical sequence; audience has difficulty following presentation.	Demonstrates difficulty answering expected questions beyond a rudimentary level.
F	Addresses few of the content areas; Material does not support the topic.	Text is not readable; Graphics use does not support the presentation; Slide composition format is clearly distracting, obscuring the presentation.	Inaudible; several awkward pauses; Attitude indicates lack of confidence and/or disinterest in subject; Audience attention is not maintained.	Information not presented a logical sequence; audience cannot understand presentation	Demonstrates an inability to answer expected questions.

Class Participation

	Exemplary	Proficient	Developing	Unacceptable
Frequency of participation in class	Student initiates contributions more than once in each class.	Student initiates contribution once in each class.	Student initiates contribution at least in half of the classes	Student does not initiate contribution & needs instructor to solicit input.
Quality of comments	Comments always insightful & constructive; uses appropriate terminology. Comments balanced between general impressions, opinions & specific, thoughtful criticisms or contributions.	Comments mostly insightful & constructive; mostly uses appropriate terminology. Occasionally comments are too general or not relevant to the discussion.	Comments are sometimes constructive, with occasional signs of insight. Student does not use appropriate terminology; comments not always relevant to the discussion.	Comments are uninformative, lacking in appropriate terminology. Heavy reliance on opinion & personal taste, e.g., “I love it”, “I hate it”, “It’s bad” etc.
Listening skills	Student listens attentively when others present materials, perspectives, as indicated by comments that build on others’ remarks, i.e., student hears what others say & contributes to the dialogue.	Student is mostly attentive when others present ideas, materials, as indicated by comments that reflect & build on others’ remarks. Occasionally needs encouragement or reminder from instructor of focus of comment.	Student is often inattentive and needs reminder of focus of class. Occasionally makes disruptive comments while others are speaking.	Does not listen to others; regularly talks while others speak or does not pay attention while others speak; detracts from discussion; sleeps, etc.

Save