| Sophisticated | Highly Competent | Fairly Competent | Not Yet Competent | ||
| Explanation of Issues (Abstract and Introduction) | Points:
36 (14.4%) A well-formulated summary of the report that comprehensively addresses the scientific issue to be considered. It is critically stated and includes an introduction that leads the reader to a clearly written problem statement. |
Points:
25 (10%) A well-formulated summary of the report that adequately addresses the scientific issue to be considered. It is critically stated and includes an introduction that leads the reader to a clearly written problem statement. |
Points:
15 (6%) A well-formulated summary of the report that leaves terms undefined. Briefly addresses the scientific issue to be considered. It is not critically stated but includes some key components. The problem statement identifiable, but not clearly written. |
Points:
5 (2%) A minimal summary of the report that doesn’t address the scientific issue to be considered. Understands a few of the main issues in the final project. Does not have an introduction that leads the reader to the problem statement. The problem statement is absent or not clearly written. |
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| Evidence (Selecting and using information to investigate a point of view or conclusion. Literature Review) | Points:
36 (14.4%) The evidence is well documented, comprehensive, reasoned, and pedagogically appropriate, which comprehensively supports the thesis/problem statement. Contains the required number of high quality references. |
Points:
25 (10%) The evidence is well documented, comprehensive, reasoned and pedagogically appropriate, which mostly supports the thesis/problem statement. Contains in the required number of references and most are high quality. |
Points:
15 (6%) The evidence is sporadically documented, somewhat comprehensive and reasoned, and pedagogically appropriate, which partially supports the thesis/problem statement. Contains most of the required number of references, some of which are medium quality. |
Points:
5 (2%) The evidence is poorly documented, reasoned, and of low pedagogical quality. The thesis/problem statement is not supported by the evidence. Contains some of the required number of references, but most are of low quality. |
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| Influence of Context and Assumptions (Methods of Data Collection. Selecting and using information to investigate a point of view) | Points:
36 (14.4%) Excellent research methods that clearly address the hypothesis and are presented in detail. Comprehensively identifies documented links between the problem and the hypothesis. Experimental outcomes are predicted to address the problem. |
Points:
25 (10%) A research method that mostly addresses the hypothesis, but is well presented. Begins to identify documented links between the problem and the hypothesis. Experimental outcomes are predicted to address the problem. |
Points:
15 (6%) A research method that somewhat addresses the hypothesis. Begins to identify documented links between the problem and the hypothesis. Experimental outcomes are minimal and only superficially address the problem. |
Points:
5 (2%) The research method is minimally stated. Incomplete research methods fail to address the hypothesis. Experimental outcomes are lacking. |
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| Student’s Position (Perspective, thesis/hypothesis) Evidence (Results and Analysis of Findings) using scholarly sources to investigate sound scientific information. | Points:
36 (14.4%) Methods places research into perspective. Provides correct analysis and interpretation of results. Statistical analysis is correct. Shows self-reflection and has a critical attitude towards published research. Proposes new Experimental ideas based on previous results. |
Points:
25 (10%) Methods places research into perspective. Provides correct analysis interpretation of results in most cases. Statistical analysis is mostly correct. Shows self- reflection and has a critical attitude towards published research. Proposes new Experimental ideas based on results. |
Points:
15 (6%) Methods somewhat places research into perspective. Provides correct analysis interpretation of results some of the time. Begins to recognize implication, but expresses critical attitude towards published research some of the time. Begins to propose new experiments based on previous results. |
Points:
5 (2%) Methods fail to place research into perspective. Rarely provides correct analysis and interpretation. Self-reflection and a Critical attitude toward published research is absent or only sporadically evident. Attempts to propose new experiments. Is minimally critical while discussing the findings. Statistical Analysis is incorrect in most cases. Shares minimal number of experimental ideas, but does not link experimental ideas based on previous results. |
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| Student’s Position (Perspective, thesis/hypothesis). | Points:
36 (14.4%) Research findings and data are skillfully worked into the context of the analytical discussion. All aspects of the hypothesis are addressed. The validity of the study is noted. |
Points:
25 (10%) Research findings and data are mostly worked into the context of the analytical discussion. All aspects of the hypothesis are addressed. The validity of the study is noted. |
Points:
15 (6%) Research findings and data are somewhat worked into the context of the analytical discussion. Some aspects of the hypothesis are addressed. The validity of the study is noted. |
Points:
5 (2%) Research findings and data are minimally worked into the context of the analytical discussion. Minimal aspects of the hypothesis are addressed. The validity of the study is not noted. |
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| Conclusions and Related Outcomes (The validity of the study, implications and consequences) | Points:
35 (14%) Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspective discussed in priority order. |
Points:
25 (10%) Conclusions and related outcomes (consequences and implications) are mostly logical and mostly reflect student’s informed evaluation and ability to place evidence and perspective discussed in priority order. |
Points:
15 (6%) Conclusions and related outcomes (consequences and implications) are somewhat logical and somewhat reflect student’s informed evaluation and ability to place evidence and perspective discussed in priority order. |
Points:
5 (2%) Conclusions and related outcomes (consequences and implications) are minimally logical and do not reflect student’s informed evaluation and ability to place evidence and perspective discussed in priority order. |
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| APA Mechanics (Writing skills including visuals, appendices, footnotes, as needed) | Points:
35 (14%) The assignment consistently follows APA format. Writing is totally free of grammar, spelling, and punctuations errors. |
Points:
25 (10%) The assignment mostly follows APA format. Writing is free of grammar, spelling, and punctuations errors. |
Points:
15 (6%) The assignment somewhat follows APA format. Writing is mostly free of grammar, spelling, and punctuations errors. |
Points:
5 (2%) The assignment does not follow APA format. Writing contains significant grammar, spelling, and punctuations errors. |
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P(5.u)
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