Cumulative Project Rubric-Option 1

Cumulative Project Rubric
Option 1: Integrative Essay Rubric
Criteria In Progress Proficient Distinguished

Literature Review
Content The purpose of the article is not clear, the The topic of the paper is clearly presented. The topic is introduced, and the direction of the
review lacks direction, and unclear subtopics, All the major sections present pertinent article is clear. The review goes from general
resulting the paper to be disjointed. Critical content, but they are not covered in as ideas to specific conclusions. Transitions tie
sections of relevant content have been omitted much depth or detail as expected. A clear sections and adjacent paragraphs together.
or overdone. The topic is not strongly related relationship to the course is evident. Content is presented in depth without
to the course. No synthesis or clear conclusion The author provides concluding remarks redundancies.
based on the literature review is presented. that demonstrate having completed an Sources are cited appropriately. Significance to
analysis and synthesis of ideas, but the course is unquestionable.
conclusions are not clearly supported by The author made concise and precise conclusions
the content of the review. based on the review.
Implication
(Reflection Reflection: Gives a general description of Reflection: Gives a general description Reflection: The author gives a detailed
& how the theme of the review might relate to of how the theme of the review was description that illustrates how they have
projection) their past teaching or learning experiences related to their past teaching or learning experienced and applied (or not applied) the
and how they applied (or did not apply) experiences and how they applied (or did main theme of the review to their teaching and
concepts related to this theme, but no not apply) concepts related to this theme, learning practices, providing sufficient
examples are provided. How the literature providing one or two examples. How the examples. How the literature review relates to
review relates to other course topics and literature review relates to other course course topics and standards is explicitly
standards is implied but not specifically topics and standards is explicitly addressed, and how the three are interrelated is
addressed. There is minimal evidence of how addressed, but how all three areas work clear.
the review relates to course material or together may not be clear.
standards.
Progression: The author presents how Progression: The author presents how Projection: The author takes what has been
conclusions from the literature might conclusions from the literature review, synthesized and integrated from the whole
contribute to future teaching practices or synthesis, and integration will contribute exercise and clearly describes how the
apply what has been in a leadership role, but to future teaching practices and how they integration of this material will influence their
does not provide examples. Author does not can apply what has been learned in a teaching practices and how they might apply
provide clear evidence of having successfully leadership role, providing one or two what has been learned to a leadership role at
integrated the literature review, coursework, examples. How this integration relates to several levels (practice, policy-making,
and standards as the information applies to standards is clear. administration). Relationships to standards are
past and future practices. clear. The author provides several examples for
past and future applications.
Overall Organization
Organization Essay has random organization, lacking Shows a logical progression of ideas. All ideas and concepts in the essay flow
& internal paragraph coherence and using few Topics and paragraphs flow from general logically. Sophisticated transitional sentences
Coherence or inappropriate transitions. Information does to specific content, and ideas are clearly often develop one idea or concept from the
not flow from general to specific material. supported with appropriate citations. previous one. Guides the reader through the
Paragraphs do not relate to the essay’s central Each paragraph clearly relates to the chain of reasoning and presentation. The essay
idea. Paper does not consistently follow APA essay’s central idea. Transitions could be demonstrated publishable qualities.
format. more consistent and sophisticated.
Support/Use Depends on clichés or overgeneralizations Offers reasons to support points. Ideas Uses well-chosen citations appropriately and
of Cited Text for support or offers little in the way of and generalizations are developed and effectively. No errors in APA format. Excellent
citations. Citations do not follow APA supported with appropriate citations in integration of quoted material into essay.
format. APA format.
Mechanics Contains many mechanical errors that May contain a few errors, but not to the Almost entirely free of spelling, punctuation and
impede the reader’s ability to comprehend point of impeding comprehension. grammatical errors.
the essay.

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Cumulative Project Rubric

Option 1: Integrative Essay Rubric

Criteria In Progress Proficient Distinguished

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