Passed with Distinction Assessment Rubricstudent Name (First, Last) ______(This Document

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Passed with Distinction Assessment RubricStudent Name (First, Last) ______(This document is a copy of Appendix 16 of the End of Program Assessment Manual for Graduate Studies)

Passed with Distinction
Assessment Rubric
______
Dimensions to Consider /
Below Expectation
Does not meet the basic expectations for graduate-level research writing.
Would not be acceptable for most graduatecoursework. /
Meets Expectation
Exhibits the qualities of graduate-level research writing appropriate to graduate coursework and emerging researchers. /
Exceeds Expectation
Exhibits the qualities of scholarly research writing appropriate to advanced graduate studies, such as thesis/ dissertation writing. Would be suitable to prepare for publication.
Introduction | 12 possible points /
1 point /
2 points /
3 points
Contextualizes research in the field: why is it important? How / what does it contribute?
Describes research area in general terms:
what BIG question does the research try to answer? What’s new? Why is it significant?
Describes research area in specific terms:
what is the focus of the research project? Research questions and implications?
Refers to relevant, related work through thorough and appropriate literature review.

Continued on next page

Methods | 9 possible points /
1 point /
2 points /
3 points
Approach and techniques clearly articulated, occur in logical order, can be reproduced from text or cited literature.
Statistical analyses articulated.
Section aligns with target journal style (format, headings, etc.).
Results | 9 possible points /
1 point /
2 points /
3 points
Describes results obtained in logical order, integrates findings across measured variables; subheadings used if appropriate.
Data are presented concisely in Tables and Figures, without duplication; all data are represented in the text.
Tables and Figures align with statistical approach and report estimates of statistical significance
Discussion | 15 possible points /
1 point /
2 points /
3 points
Re-establishes importance of reported
approach; may state the acceptance/rejection of the hypotheses in general terms.
Aligns/compares findings with literature to
build consensus or establish new paradigm.
If new paradigm, builds strength for new model through closely aligned literature.
Integrates findings and extends the field, but does not over-interpret the data.
Final summary aligns findings with hypotheses and with the importance of the findings related to the field.
Literature Cited/References
9 possible points /
1 point /
2 points /
3 points
Citations arecomplete and correct.
Literature cited isrelevant, usesreviews and primary literature appropriately.
Literature cited format aligns with journal
format.
Style | 18 possible points /
1 point /
2 points /
3 points
Engages the reader, wants the reader to read on, and communicates thinking as a researcher in the field.
Articulates importance and relevance using
powerful words.
Leads the reader through text in consistent order.
Minimizes redundancy in text, data presentation.
Avoids using hedging language (“It may be…”, “It is possible…”).
Avoids indefinite openings (”It is believed that…”, “It was hypothesized that…”).
Form—functions as scholarly,
professional document
9 possible points /
1 point /
2 points /
3 points
Organization: clearly organized? Coherent?
Focus and Summaries: Can main points be easily identified? Summarized at end?
Editorial: Grammar, punctuation, length are appropriate for targeted journal.
/
TOTAL
POINTS

SCORING KEY

81 possible points

73-81 = Passed with Distinction (PWD)

Below 73 = Pass