Other Guides that might be useful:
A topic should already be decided on by this point. The focus instead may be on
Class Rubric 2025
SCHOLARLY PAPER: BASELINE RUBRIC
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CRITERIA
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BEGINNING |
NEEDS IMPROVEMENT |
MASTERY |
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Introduction
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Little or no discussion of topic is evident and purpose may also be unclear or not evident.
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The topic is evident, but is too broad for the scope of this project. A purpose statement is clear, but may be misaligned to the topic, clouding direction for the report.
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The topic is clear and is focused narrowly enough for the scope of this project. A purpose statement is clear, aligned to the topic, and provides direction for the report. |
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Literature Review |
Incomplete and disorganized literature review. Missing current, landmark and/or non-refereed sources to establish soundness. The literature present is not necessarily relevant to the topic. Significance of the research is not identified. |
Partially complete literature review and somewhat disorganized. Includes too few current, landmark and/or non-refereed sources to establish soundness, but they are relevant to the topic. Significance of the research is not as clearly identified.
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Comprehensive and well-organized literature review (by themes, not lists). Includes current and landmark refereed literature highly relevant to the topic. Significance of the research is clearly identified.
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Method
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Not well written and/or little description of methods present. Methods appear inappropriate and/or unrelated to the purpose. |
Moderately well written, but incomplete and/or unclear description of methods. Methods appear appropriate, but need refinement for clarity. Methods may also not be directly related to the purpose. |
Well written, detailed and complete description of methods. Methods are highly appropriate for this type of project and are directly linked to the purpose.
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Results & Discussion |
Inaccurately and/or unclearly stated results based on the research or data. Key findings and implications are not identified, well presented, and/or aligned to purpose. Shows incomplete or limited analysis of research and insight, and/or lacks relevant applications to improvement(s) in K-12 settings. |
Accurately and clearly stated results based on the research or data. Key findings and implications are not clearly identified, well presented, and/or aligned to purpose. Shows critical analysis of research and insight, but lacks relevant applications to improvement(s) in K-12 settings.
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Accurately and clearly stated results based on the research or data. Key findings and implications are identified, well presented, and aligned to purpose. Shows critical analysis of research and insight, and establishes relevant applications to improvement(s) in K-12 settings. |
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Format, Citations & References |
Project is disorganized or difficult to read. Project is not presented in format appropriate for intended scholarly venue. Presentation of material is inappropriate and unprofessional. Few appropriate citations are used. Citations and references are not presented in proper APA format and/or need significant revision.
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Project is organized, but in need of major clarification in some areas. The majority of the project is presented in format appropriate for intended scholarly venue. Presentation of material is appropriate and professional. A sufficient number of appropriate citations are used. Few, if any, additional sources are needed. The majority of citations and references are presented in proper format, and are in need of minor to moderate revision.
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Project is well organized, needing only very little clarification, if any. The entire project is presented in format appropriate for intended scholarly venue. Presentation of the material is highly appropriate and professional. All citations are appropriate. Additional sources are not needed. All citations and references are presented in proper APA format and do not need revision.
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Overall Content/ Project Evaluation (Readiness to present) |
Demonstrates lack of knowledge in field of study, the selected topic, and K-12 applications. Is not appropriate for presentation without significant revision.
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Demonstrates moderate level knowledge related to the field of study, the selected topic, and K-12 applications. Is not appropriate for presentation without revision.
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Demonstrates substantial knowledge related to field of study, the selected topic, and K-12 applications. Is ready for presentation with little or no revision.
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Additional Comments:
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Grading policy: All assignments will be scored on a three-point scale:
1 = Beginning
2 = Needs Improvement
3 = Mastery
The rubric for scoring all scholarly criteria is provided, and students may revise and resubmit sections based on the feedback they receive. Yet, students are expected to turn in a first draft on the date due to provide time for instructor review/feedback/corrective instruction. Corrective instruction will be provided to support students’ revisions, and revisions should be completed in a timely manner (typically no more than one week after corrective instruction).
To receive a course grade of A, all criteria must be completed to a Mastery level. A course grade of B is earned by completing two criteria to the Needs Improvement level and all others to a Mastery level. A grade of C will be assigned to students who complete three or more criteria at the Needs Improvement level. If any criteria are not completed by the last day of class, or if any criteria have been scored at the Beginning level on the last day of class, a course grade of F will be assigned.
