| |
1
No Submission
0.00% |
2
Unsatisfactory
75.00% |
3
Less than Satisfactory
80.00% |
4
Satisfactory
88.00% |
5
Good
92.00% |
6
Excellent
100.00% |
| 70.0 %Content |
|
| 15.0 % Describes a class that you would like to teach someday. Class must be at least 4 hours in length – and must be multiple sessions – can be 4 sessions of one hour each or 2 sessions of 2 hours each – depending on your topic and target audience |
None |
Barely describes a class that you would like to teach someday according to criteria in column on far left |
Minimally describes a class that you would like to teach someday according to criteria in column on far left – design is minimally organized |
Describes a class that you would like to teach someday according to criteria in column on far left |
Clearly describes a class that you would like to teach someday according to criteria in column on far left |
Clearly & comprehensively describes a class that you would like to teach someday according to criteria in column on far left |
|
| 10.0 % Describe the institution that is sponsoring the class (ie academic, hospital, community agency etc) Include the philosophy of the sponsoring organization and how that will affect the course you are developing. |
None |
Barely describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Barely includes the philosophy of the sponsoring organization and how that will affect the course you are developing. |
Minimally describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Minimally includes the philosophy of the sponsoring organization and how that will affect the course you are developing. |
Describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Includes the philosophy of the sponsoring organization and how that will affect the course you are developing. |
Clearly describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Clearly includes the philosophy of the sponsoring organization and how that will affect the course you are developing. |
Clearly & comprehensively describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Clearly & compreheisively includes the philosophy of the sponsoring organization and how that will affect the course you are developing. |
|
| 5.0 % Describes how you will determine a need for this class (needs assessment) |
None |
Barely describes how you will determine a need for this class (needs assessment) |
Minimally describes how you will determine a need for this class (needs assessment) |
Describes how you will determine a need for this class (needs assessment) |
Clearly describes how you will determine a need for this class (needs assessment) but some points missing |
Clearly & comprehensively describes how you will determine a need for this class (needs assessment) |
|
| 5.0 % Write a one paragraph description of the class |
None |
Barely writes a one paragraph description of the class |
Minimally writes a one paragraph description of the class |
Writes a one paragraph description of the class |
Clearly writes a one paragraph description of the class Description is not comprehensive |
Clearly & comprehensively writes a one paragraph description of the class |
|
| 15.0 % Identify the target audience -how will you assess their learning styles? |
None |
Barely identifies the target audience & how you will assess their learning styles |
Minimally identifies the target audience & how you will assess their learning styles |
Identifies the target audience & how you will assess their learning styles |
Clearly identifies the target audience & how you will assess their learning styles Description is not always comprehensive. |
Clearly & comprehensively identifies the target audience & how you will assess their learning styles |
|
| 20.0 % Write the program outcomes for the course &learner objectives for each class session. Indicate which domains of learning are represented by each learner objective. |
None |
Barely writes the program outcomes for the course &learner objectives for each class session. Barely or incorrectly indicates which domains of learning are represented by each learner objective. |
Minimally writes the program outcomes for the course &learner objectives for each class session. Minimally or incorrectly indicates which domains of learning are represented by each learner objective. |
Writes the program outcomes for the course &learner objectives for each class session. Indicates which domains of learning are represented by each learner objective, but there are some errors |
Clearly writes the program outcomes for the course &learner objectives for each class session. Indicates which domains of learning are represented by each learner objective. Plan is not comprehensive |
Clearly & comprehensively writes the program outcomes for the course &learner objectives for each class session. Clearly & comprehensively indicates which domains of learning are represented by each learner objective |
|
| 5.0 %Assignment Criteria |
|
| 3.0 % Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials |
None |
Selected literature is irrelevant & insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials |
Weak selection of sufficient & relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials |
Fair selection of sufficient & relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available |
Partial selection of sufficient & relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available |
Excellent selection of sufficient & relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available |
|
| 5.0 %Assignment Criteria |
|
| 2.0 % Length |
None |
Unacceptable adherence to assignment length criteria (less than or more than 50% of stated criteria) |
Poor adherence to assignment length criteria (within 50% of stated criteria) |
Weak adherence to assignment length criteria (within 25 % of stated criteria) |
Adequate adherence to assignment length criteria (within 10% of stated criteria) |
Excellent adherence to assignment length criteria (within stated criteria) |
|
| 20.0 %Organization and Effectiveness |
|
| 8.0 % Thesis Development and Purpose |
None |
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. |
|
| 20.0 %Organization and Effectiveness |
|
| 7.0 % Paragraph Development and Transitions |
None |
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. |
|
| 20.0 %Organization and Effectiveness |
|
| 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
None |
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 |
|
| 4.0 % APA Format |
None |
Correct APA format is not evident in the paper. |
Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. |
Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. |
Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. |
Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination. |
|
| 5.0 %Format |
|
| 1.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) |
None |
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. |
|
| 100 % Total Weightage |
|
|