Writing Project Rubric Categories for Master's Program

Rubric Explanations

Insufficient
(0-79)

Sufficient
(80-89)

Proficient
(90-100)

Content Knowledge
Students demonstrates proficiency in content knowledge of the subject matter.

          Does not demonstrate a worldview

          Demonstrates a knowledgeable worldview

          Demonstrates a diverse and knowledgeable worldview

         The document does not demonstrate research of the literature on the subject matter.

         The document demonstrates research of the literature on the subject matter but at a level lower than at a bachelor’s.

         The document demonstrates research of the literature on the subject matter at a bachelor’s level.

         Work does not indicate research method and/or analysis.

         Work indicates research but not appropriate for the purpose of the document/presentation

         Work indicates, as appropriate, knowledge, choice, and application of research method and analysis.

         The work does not reference theories and concepts.

         Referenced theories and concepts are accurate but not sufficient or appropriate applied.

         Referenced theories and concepts are accurate, sufficiently detailed, and appropriately applied.

         The author uses information from too limited a base of sources and lacks variety.

         The author uses information from a variety of quality electronic and print sources; but lacks relevance and/or balance.

         The author uses information from a variety of quality electronic and print sources; the sources are relevant, balanced, and include critical readings related to the article topic.

          Does not demonstrate an understanding of culture.

          Demonstrates knowledge that culture contributes to shaping one’s viewpoint.

          Articulates the ways in which culture contributes to shaping one’s viewpoint.

Critical Thinking

Demonstrates clear and logical progression and conclusions.

         The purpose and premise is not presented.

         The author leaves it up to the reader to determine the purpose of the document.

         A clear introduction sets the stage for the reader to know what the article is about and how the document supports the premise.

         The author fails to use structure.

         The author uses structure but is not fully appropriate.

         The author develops appropriate structure for communicating the topic.

         Unwillingness to engage in difficult conversations

         Communicates from a position of dominant culture

         Willingness to engage in difficult conversations with tolerance of diverse viewpoints

         The author fails to show evidence of either logic or transition

         The author shows evidence of some logic but fails to follow the tenets of good communication with regard to sequence and/or transition

         The writer communicates information in a logical, interesting sequence organized with smooth transitions that the reader can easily follow.

         There is a lack of information.

         There is a lack of evidence of effective information.

         Accesses needed information effectively and efficiently.

         Does not show evidence of application of learning to ethical and reflective practice.

         Shows evidence of applying global learning in ethical and reflective practice.

         Translates global learning into ethical and reflective practice.

          Does not analyze issues.

          Analyzes issues from one perspective

          Analyzes issues from multiple perspectives.

         Does not evaluate information.

         Evaluates information but lacks evidence of critical evaluation.

         Evaluates information and its sources critically.

Communication

Writing is appropriate to selected audience, no style guide errors, good “flow,” with no grammar/spelling errors

         The document/ presentation has an average greater than one error per page, slide, or one-minute of oral presentation.

         The document/ presentation has an average of one error per page, slide, or one-minute of oral presentation.

         The document/ presentation demonstrates an exceptional adherence to selected style, flow, grammar, punctuation, word-smithing, and correct use of the word-processor to handle formatting (zero errors).

         Does not evaluate information

         Evaluates information but lacks evidence of critical evaluation

         Evaluates information and its sources critically

         No evidence of ethical, legal, and socio-economic issues.

         Minimal evidence of ethical, legal, and socio-economic issues.

         Understands and follows the ethical, legal, and socio-economic issues surrounding the use of information and technology.

         The document/ presentation does not show evidence of Biblical concepts.

         The document/ presentation shows evidence of Biblical concepts but inappropriate presentation to the audience

         The document/ presentation shows appropriate presentation of Biblical concepts relative to the audience and publication (plain-glass or stain-glass)

         The document/ presentation shows more than four format errors.

         The document/ presentation shows up to four format errors.

         The document/ presentation adheres to the format dictated by the target publication or intended audience. The final product is suitable for immediate use.

Application
Relevant examples, clear recommendations, to improve groups

         The document/ presentation does not show evidence of application

         The document/ presentation alludes to application but does not do so in a manner that is clear to the reader

         The document/ presentation presents information, concepts, conclusions, etc., so that the readers can use the information to improve/transform their lives and the global organizations in which they serve.

         Does not show recognition of the impact of global issues on individual lives.

         Recognizes the impact of global issues on individual lives but does not show evidence of belief in collaboration

         Recognizes the impact of global issues on individual lives, and believes individual and collaborative action can influence the world

         The document/ presentation lacks examples of how the recommendations might be applied.

         The document/ presentation provides examples of how the recommendations might be applied but the application is not relevant.

         The document/ presentation provides examples of how the recommendations might be applied at the personal, team or organization level.

         The document/ presentation does not offer clear actionable concepts

         The document/ presentation presents information in manner that is not consultative but is one-way directive.

         The document/ presentation adopts a consultative approach by proposing clear, strategic, actionable, and practical steps that are readily transferable to technology and ministry contexts.

         The document/ presentation lacks recommendations

         The recommendations are there but not clear and/or specific.

         The recommendations are clear and specific for the designated audience.