project or practice Discusses in detail relevant and Discusses relevant and supported consideration of need for consideration of need for goals by the supported limitations and implications. limitations and implications. further work. further work. student. Presents relevant and supported Presents limitations and limitations and implications. implications, but they are possibly irrelevant and unsupported. Revision and Synthesizes feedback to productively Incorporates feedback directly to Some feedback is incorporated Does not fully understand or Refinement develop project or practice. productively develop project or practice to develop project or practice. incorporate feedback. Project or practice is Revises and refines project or practice Revises and refines project or practice in Revises and refines project or Project or practice is either not developed through in a focused and systematic manner. a systematic manner. practice in an unsystematic revised or revisions are revising and refining manner. ineffective. Revises project or practice directly Revises project or practice somewhat by the student toward greater depth, clarity and directly toward greater depth, clarity and Revises project or practice with effectiveness. effectiveness. limited effect on depth, clarity and effectiveness. Purpose, relevance and central point of Purpose, relevance and central point of Purpose, relevance and central Purpose, relevance and central Presentation Student’s presentation are obvious. presentation are evident. point of presentation are point of presentation are presentation is implied. neither evident nor implied. The presentation is discipline The presentation is discipline appropriate effective and appropriate as gauged by style, format, as gauged by format, theoretical The presentation is discipline The presentation reflects a lack discipline theoretical premise, and recognition of premise, and recognition of sources and appropriate as gauged by of understanding of the appropriate sources and done at a professional done at a near-professional level. format, theoretical premise, and discipline-appropriate norms. level. recognition of sources and done at a novice level. The Rubric was developed by the Scholarship in Practice Faculty supported by the Office of Undergraduate Studies and the Office of Institutional Research, Planning, and Assessment with the instructors upon review of the AAC&U VALUE rubrics and according to standards determined by the Faculty Board for student performance in the General Education courses. The rubric defines the standards for student performance in courses at the University of Maryland.
project or practice goals by the student. Discusses in detail relevant and supported limitations and implications. Discusses relevant and supported limitations and implications. consideration of need for further work. Presents relevant and supported limitations and implications. consideration of need for further work. Presents limitations and implications, but they are possibly irrelevant and unsupported. Revision and Refinement Project or practice is developed through revising and refining by the student Synthesizes feedback to productively develop project or practice. Revises and refines project or practice in a focused and systematic manner. Revises project or practice directly toward greater depth, clarity and effectiveness. Incorporates feedback directly to productively develop project or practice Revises and refines project or practice in a systematic manner. Revises project or practice somewhat directly toward greater depth, clarity and effectiveness. Some feedback is incorporated to develop project or practice. Revises and refines project or practice in an unsystematic manner. Revises project or practice with limited effect on depth, clarity and effectiveness. Does not fully understand or incorporate feedback. Project or practice is either not revised or revisions are ineffective. Presentation Student’s presentation is effective and discipline appropriate Purpose, relevance and central point of presentation are obvious. The presentation is discipline appropriate as gauged by style, format, theoretical premise, and recognition of sources and done at a professional level. Purpose, relevance and central point of presentation are evident. The presentation is discipline appropriate as gauged by format, theoretical premise, and recognition of sources and done at a near-professional level. Purpose, relevance and central point of presentation are implied. The presentation is discipline appropriate as gauged by format, theoretical premise, and recognition of sources and done at a novice level. Purpose, relevance and central point of presentation are neither evident nor implied. The presentation reflects a lack of understanding of the discipline-appropriate norms. The Rubric was developed by the Scholarship in Practice Faculty supported by the Office of Undergraduate Studies and the Office of Institutional Research, Planning, and Assessment with the instructors upon review of the AAC&U VALUE rubrics and according to standards determined by the Faculty Board for student performance in the General Education courses. The rubric defines the standards for student performance in courses at the University of Maryland.