PBL+Rubric

You might want to add the rubric for the power point Dr. Rea Scoring Rubric **__ For Grading PBL Papers __** **__ Dr. T. Valesky __** **__ Educational Leadership __** Group Name: Research papers are graded in the following areas: content, introduction, conclusion, grammar, coherence, proofreading, and APA writing format. The first rubric in each area is in bold. Rubric points are converted into letter grades and percentage grades at the end of this guide. Your value score is circled in each of the areas, and your total score and grade are circled at the end of this guide.


 * ** 1 ** || ** Intro. ** ||  ** 6 **  || ** The introduction provides a detailed explanation of the paper contents; identifies the topics to be addressed; identifies the problem to be studied; lists the research questions to be answered and/or the paper’s thesis, and identifies the significance to educators. The introduction appropriately uses the PBL description in the textbook. ** ||   ||
 * 2 || Intro. ||  5  || The paper has a good introduction to the topic but at least one of the following is missing or inadequately detailed: paper's thesis; issues to be discussed; significance of the topic to educators. ||   ||
 * 3 || Intro. ||  3  || The paper lacks a good introduction to the topic in that the following are missing or are miscommunicated to the readers: research questions to be answered and/or the paper’s thesis. ||   ||
 * 4 || Intro. ||  0  || The paper lacks a good introduction to the topic in that several of the following are missing or miscommunicated to the readers: significance of the topic to educators; problem identification; issues to be discussed; research questions to be answered and/or the paper’s thesis. ||   ||


 * ** Item ** ||  ** Area **  ||  ** Value **  ||  ** Description **  ||  ** Comments **  ||
 * ** 5 ** || ** Content ** ||  ** 6 **  || ** Content is complete with all sides of issues adequately covered and clearly discussed. All product specification outlined in the textbook for PBL are covered. Good selection of primary sources used. Findings and conclusions from primary sources are used to inform and clarify the content of this paper to justify actions/recommendations. ** ||   ||
 * 6 || Content ||  5  || Content is nearly complete with all sides of the issues brought forward and discussed. One or two of the issues in this subject, however, were treated lightly and some detail is lacking. ||   ||
 * 7 || Content ||  3  || Several of the issues related to this topic were not covered very well, and much of the detail is lacking. ||   ||
 * 8 || Content ||  0  || Either one or more of the issues related to the topic were not addressed, or the details were so lacking that the reader obtained a bias view of the topic. ||   ||


 * ** 9 ** || ** Conclusion ** ||  ** 6 **  || ** The conclusion section communicates the group’s ability to analyze the research, synthesize the concepts, and draw conclusions that are related directly to the paper’s thesis and/or research questions. ** ||   ||
 * 10 || Conclusion ||  5  || The conclusion is good but lacks depth in either its conclusions and/or recommendations. ||   ||
 * 11 || Conclusion ||  3  || The conclusion is simply a summary of some of the main points of the paper and does not adequately address the conclusions about the paper’s thesis or the research questions. ||   ||
 * 12 || Conclusion ||  0  || The conclusion does not address the paper’s thesis, research questions, or make conclusions and recommendations. ||   ||


 * ** Item ** ||  ** Area **  ||  ** Value **  ||  ** Description **  ||  ** Comments **  ||
 * ** 13 ** || ** Grammar ** ||  ** 3 **  || ** The paper has no grammatical errors. ** ||   ||
 * 14 || Grammar ||  2  || One or two spelling or grammatical errors were made, such as subject/verb agreement, misplaced modifiers, word usage etc. ||   ||
 * 15 || Grammar ||  0  || More than two grammatical errors were made. ||   ||


 * ** 16 ** || ** Coherence ** ||  ** 3 **  || ** The topics in the paper are connected together well, with excellent transitions among paragraphs and sentences. ** ||   ||
 * 17 || Coherence ||  2  || The paper is connected very well with one or two minor exceptions in transitions between sentences and/or paragraphs. ||   ||
 * 18 || Coherence ||  0  || There are more then two transition problems, making the paper difficult to follow. ||   ||


 * ** 19 ** || ** Proof-Reading ** ||  ** 6 **  || ** There are no proofreading errors. ** ||   ||
 * 20 || Proof-Reading ||  5  || There are one or two minor proofreading errors, including typographical errors, minor problems in APA typing format etc. ||   ||
 * 21 || Proof-Reading ||  3  || There are more than two errors in proofreading. ||   ||
 * 22 || Proof-Reading ||  0  || There are many errors and it is obvious that the writer did not proof read the paper. ||   ||


 * ** 23 ** || ** APA Style ** ||  ** 12 **  || ** The paper follows APA style completely. ** ||   ||
 * 24 || APA Style ||  11  || There are one or two APA style errors, including misplaced punctuation in the reference list or text citations, incorrect typing of the reference list, gender bias, un-referenced paragraphs, etc. ||   ||
 * 25 || APA Style ||  9  || There are two to four errors in APA style. || See paper ||
 * 26 || APA Style ||  6  || There are more than four errors in APA style. ||   ||
 * 27 || APA Style ||  0  || Much of the paper has grave problems with proper referencing within the text. Many of the paragraphs are not referenced, or it is difficult to tell whom the author is crediting with the information. ||   ||

All faculty at FGCU have access to a website that checks databases worldwide. The result shows which portions of a paper have direct matches to exiting works. ||
 * **__ Plagiarism __** Plagiarism is using another author’s thoughts or words in a paper without giving proper acknowledgment. Papers that show evidence of plagiarism will be given a grade of zero points. Students who plagiarize will be given a chance to increase the grade to a maximum of a “D-“ (60%) by redoing the paper. Otherwise the paper will be given the grade of “F” (0%).


 * ** Number of Rubric Points ** ||  ** Letter Grade **  ||  ** Percentage Equivalent **  ||
 * 41-42 ||  A+  ||  100  ||
 * 39-40 ||  A  ||  97  ||
 * 37-38 ||  A-  ||  92  ||
 * 35-36 ||  B+  ||  90  ||
 * 33-34 ||  B  ||  87  ||
 * 31-32 ||  B-  ||  83  ||
 * 29-30 ||  C+  ||  81  ||
 * 27-28 ||  C  ||  77  ||
 * 25-26 ||  C-  ||  75  ||
 * 23-24 ||  D+  ||  73  ||
 * 21-22 ||  D  ||  72  ||
 * 19-20 ||  D-  ||  70  ||
 * 18 or less ||  F  ||  69 or less  ||