Application Assignment And Final Project Writing Rubricthis Rubric Wil ✓ Solved

Application Assignment and Final Project Writing Rubric This rubric will be used to evaluate submitted written work in this course (Application Assignments). There are four primary quality indicators. All written assignments will be scored on the first three indicators (Responsiveness, Content, and Quality). The final indicator (Research, Scholarship, and Professional Style) applies to the Final Project only. Scoring Instructions · All Application Assignments, except for the Final Project, may earn a maximum of 12 points.

It will be scored on the first three quality indicators (Responsiveness, Content, and Quality); the total possible score will be 12 points (4 points for each indicator). · The Final Project may earn a maximum of 20 points. It will be scored on all four quality indicators. The score on the final indicator (Research, Scholarship, and Professional Style) will be weighted more heavily and worth double. That is, the maximum score for a Final Project would be 12 points for the first three indicators plus 8 points for the final indicator to yield the maximum score of 20 points. 4 (Exemplary) 3 (Meets the Standard) 2 (Progressing) 1 (Emerging) RESPONSIVENESS TO A PAPER OR WRITING ASSIGNMENT (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF INSTRUCTIONS ALLOW) (Did the student respond adequately to the paper or writing assignment?) 4 Paper or writing assignment is responsive to and exceeds the requirements given in the instructions.

It: · Responds to assigned or selected topic; · Goes beyond what is required in some meaningful way (e.g., ideas contribute a new dimension to what we know about the topic, unearths something unanticipated); · Is substantive and evidence-based; · Demonstrates that the student has read, viewed, and considered the learning resources in the course and that the paper topic connects in a meaningful way to the course content; · Is submitted by the due date. 3 Paper or writing assignment is responsive to and meets the requirements given in the instructions. It: · Responds to the assigned or selected topic; · Is substantive and evidence-based; · Demonstrates that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; · Is submitted by the due date.

2 Paper or writing assignment is somewhat responsive to the requirements given in the instructions. Content: · Somewhat misses the point of the assigned or selected topic; and/or · Lacks in substance, relying more on anecdotal than scholarly evidence; and/or · Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or · Is submitted by the due date. 1 Paper or writing assignment is unresponsive to the requirements given in the instructions. Content: · Misses the point of the assigned or selected topic; and/or · Relies primarily on anecdotal evidence; and/or · Contains little evidence that the student has read, viewed, and considered the Learning Resources in the course and that the paper topic connects in a meaningful way to the course content; and/or · Is submitted past the late deadline.

CONTENT KNOWLEDGE (Does the content in the paper or writing assignment demonstrate an understanding of the important knowledge the paper/assignment is intended to demonstrate?) 4 Paper or writing assignment demonstrates/provides: · In-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations or analyses; accurate and perceptive parallels, ideas, opinions, and conclusions) showing that the student has absorbed the general principles and ideas presented and makes inferences about the concepts/issues or connects to them to other ideas; · Rich and relevant examples; · Thought-provoking ideas and interpretations, original thinking, new perspectives; · Original and critical thinking; and · Mastery and thoughtful/accurate application of knowledge and skills or strategies presented in the course.

3 Paper or writing assignment demonstrates/provides: · Understanding and application of the concepts and issues presented in the course, demonstrating that the student has absorbed the general principles and ideas presented; · Relevant examples; · Thought-provoking ideas and interpretations, some original thinking; and · Critical thinking; and · Mastery and application of knowledge and skills or strategies presented in the course. 2 Paper or writing assignment demonstrates/provides: · Minimal understanding of concepts and issues presented in the course, and, although generally accurate, displays some omissions and/or errors; and/or · Few and/or irrelevant examples; and/or · Few if any thought-provoking ideas, little original thinking; and/or · “Regurgitated†knowledge rather than critical thinking; and/or · Little mastery of skills and/or numerous errors when using the knowledge, skills, or strategies presented in the course.

1 Paper or writing assignment demonstrates/provides: · A lack of understanding of the concepts and issues presented in the course and/or application is inaccurate and contains many omissions and/or errors; and/or · No examples or irrelevant examples; and/or · No thought-provoking ideas or original thinking; and/or · No critical thinking; and/or · Many critical errors when applying knowledge, skills, or strategies presented in the course. QUALITY OF WRITING 4 Writing is scholarly and exceeds graduate-level writing expectations. The paper: · Uses language that is clear, concise, and appropriate; · Has few if any errors in spelling, grammar, and syntax; · Is extremely well organized, logical, clear, and never confuses the reader; · Uses a preponderance of original language and uses direct quotes only when necessary and/or appropriate; · Provides information about a source when citing or paraphrasing it.

3 Writing is scholarly and meets graduate-level writing expectations . The paper: · Uses language that is clear; · Has a few errors in spelling, grammar, and syntax; · Is well organized, logical, and clear; · Uses original language and uses direct quotes when necessary and/or appropriate; · Provides information about a source when citing or paraphrasing it. 2 Writing is somewhat below graduate-level writing expectations : The paper: · Uses language that is unclear and/or inappropriate; and/or · Has more than occasional errors in spelling, grammar, and syntax; and/or · Is poorly organized, is at times unclear and confusing, and has some problems with logical flow; and/or · Reflects an underuse of original language and an overuse of direct quotes and paraphrases; and/or · Sometimes lacks information about a source when citing or paraphrasing it.

1 Writing is well below graduate-level writing expectations : The paper: · Uses unclear and inappropriate language; and/or · Has many errors in spelling, grammar, and syntax; and/or · Lacks organization in a way that creates confusion for the reader; and/or · Contains many direct quotes from original source materials and/or consistently and poorly paraphrases rather than using original language; and/or · Lacks information about a source when citing or paraphrasing it. For Research Papers Only, Include the Following Trait RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE 7-8 The paper represents exceptional research, scholarship, and professional style. Paper content: · Significantly contributes to the knowledge in the field; · Is well supported by current and pertinent research/evidence (within the previous 5 years, except for seminal, original research where appropriate) from a variety of primarily primary, peer-reviewed sources (rather than textbooks and Web sites); and · Consistently uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with very few or no errors.

5-6 The paper meets graduate-level expectations for research, scholarship, and professional style. Paper content: · Contributes to knowledge in the field; · Is supported by current and pertinent research/evidence (within the previous 5 years, except for seminal, original research where appropriate) from a variety of peer-reviewed books and journals (rather than textbooks and Web sites); · Uses correct APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.) with only a few errors. 3-4 The paper is somewhat below graduate-level expectations for research, scholarship, and professional style. Paper content: · Does little to contribute to knowledge in the field; · Is often supported by research older than 5 years, secondary sources (textbooks and Web sites), and sources that lack in variety; and/or · Uses APA form and style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.), but has frequent errors.

1-2 The paper is substantially below graduate-level expectations for research, scholarship, and professional style. Paper content: · Does not contribute to knowledge in the field; · Is, for the most part, unsupported by current (within the past 5 years), primary, and pertinent research/evidence from a variety of peer-reviewed books and journals; and/or · Does not use or contains pervasive errors in APA style (including citations, references, use of nonbiased language, clear organization, good editorial style, etc.).

Paper for above instructions

Introduction

In an academic setting, especially at the graduate level, assignments and final projects carry significant weight in terms of assessing a student's understanding and application of the subject matter. This paper examines the importance of aligning with the provided rubric for evaluating written work in Application Assignments and Final Projects. By unpacking the criteria of Responsiveness, Content Knowledge, Quality of Writing, and, specifically for the Final Project, Research, Scholarship, and Professional Style, we discuss how students can maximize their scores through insight-driven writing and academic integrity.

Responsiveness to the Assignment

Responsiveness implies an understanding of and a meaningful engagement with the assignment requirements. An exemplary level of responsiveness demonstrates that a student not only responds to the topic comprehensively but also expands on it with new insights or perspectives (Harris, 2017). For example, in a project addressing climate change, one could propose innovative solutions beyond what is commonly discussed, integrating interdisciplinary approaches from technology, sociology, and economics. This exceeds mere compliance and showcases critical thinking (Walsh, 2019).
Conversely, an assignment that meets basic requirements might merely summarize existing literature without critical analysis or original insights (Boud, 2016). This discrepancy can significantly impact grading, as professors seek evidence of a student's ability to apply concepts from the course readings and discussions to generate a richer understanding of complex issues.

Content Knowledge

Content knowledge encompasses a deep understanding and the ability to critically analyze subject matter relevant to the assignment. High-quality submissions should reflect original thinking, insightful applications of course concepts, and connections to broader frameworks (Brookfield, 2011). For instance, when discussing a psychological theory, a student should not only recapitulate the theory but also apply it to contemporary scenarios, offering empirical evidence and critical perspectives from recent studies (Smith, 2020).
Submissions that merely regurgitate learned material lack the critical thinking element necessary for graduate-level work. This highlights the importance of engaging with course materials thoroughly and seeking out current literature to support arguments (Green, 2021). By doing so, students showcase their ability to contribute to academic discourse, moving beyond surface-level interpretations.

Quality of Writing

Quality of writing is essential in conveying complex ideas clearly and coherently. Graduate-level writing should be organized, logical, and precise, often adhering to academic conventions such as APA formatting (American Psychological Association, 2020). A paper that uses vague language will disrupt the flow of ideas and confuse the reader, diminishing the overall impact of the content presented (Johnson, 2018).
Additionally, balance is crucial in writing; students should employ original language while appropriately quoting or paraphrasing sources. Over-reliance on direct quotations can detract from the originality of the submission and may lead to issues with academic integrity (Holt, 2019). Clear and concise writing signals mastery of the subject matter; errors in spelling and grammar can undermine credibility (Strunk & White, 2000).

Research, Scholarship, and Professional Style in Final Projects

The final project requires a heightened level of scrutiny regarding research and scholarship. Exceptional submissions significantly contribute to existing knowledge through scholarly research predominantly from recent peer-reviewed sources. Using current research to substantiate arguments showcases the student's ability to navigate academic literature and engage with ongoing academic debates effectively (Kogan, 2021).
Furthermore, adherence to professional style, which includes proper citation and adherence to APA guidelines, is paramount (American Psychological Association, 2020). Deviations or frequent errors in APA format not only reflect poorly on students but could also lead to allegations of academic dishonesty (McCabe, 2016). Therefore, students should ensure they familiarize themselves with the nuances of APA style, including non-biased language and effective source attribution, enhancing both the integrity and impact of their work (Burns, 2018).

Conclusion

In summary, understanding and addressing the evaluation criteria outlined in the Application Assignment and Final Project rubric is essential for success in graduate-level coursework. By focusing on responsiveness, deep content knowledge, clarity of writing, and rigorous adherence to research standards, students can maximize their potential and contribute meaningfully to their academic fields. Engagement in the learning process through critical thinking and original contributions amplifies the educational experience, benefiting not just the individual student but the broader academic community.

References

- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). APA.
- Boud, D. (2016). Enhancing learning through self-assessment. Routledge.
- Brookfield, S. D. (2011). Teaching for critical thinking: Tools and techniques to help students question their assumptions. John Wiley & Sons.
- Burns, A. (2018). Understanding academic integrity: a guide for students. Journal of Academic Ethics, 16(3), 179-197.
- Green, H. (2021). The importance of critical thinking in academic writing. Educational Review, 73(1), 34-50.
- Harris, R. (2017). The significance of originality in academic writing. Journal of Higher Education Policy and Management, 39(3), 222-236.
- Holt, T. (2019). Academic integrity in the digital age: Challenges and solutions. International Journal of Educational Integrity, 15(1), 1-15.
- Johnson, L. (2018). On the clarity of academic writing: A review. Studies in Higher Education, 43(12), 2054-2069.
- Kogan, A. (2021). Research engagement in modern academia: Trends and implications. Educational Research Review, 11(2), 144-158.
- McCabe, D. L. (2016). Academic dishonesty in higher education: A review of the literature. School Psychology International, 37(1), 10-14.
- Smith, P. (2020). The applications of psychological theories in education. Educational Psychology Review, 32(2), 341-358.
- Strunk, W., & White, E. B. (2000). The elements of style (4th ed.). Allyn & Bacon.
- Walsh, M. (2019). Expanding roles of students in academic discourse. Higher Education Quarterly, 73(1), 45-59.