Attachments
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| POS-500 | POS-500-O504 | Student Discipline and Due Process | 100.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% | |||||||
| Summary of the due process requirements prior to a short-term and a long-term suspension of a student at your local site or district. | 25.0% | School suspension due process requirements are not summarized. | Inadequately summarizes school suspension due process requirements from the policy/handbook investigated. Details of due process are unclear. | Adequately summarizes school suspension due process requirements from the policy/handbook investigated. Some details of the due process may be vague. | Thoroughly summarizes school-suspension due process requirements from the policy/handbook investigated. Due process details are clear. | Thoroughly summarizes school-suspension due process requirements from the policy/handbook investigated. Summary expertly distinguishes due process requirements between short-term and long-term suspensions. | ||
| Answers question, are the due process procedures for a short-term and a long-term suspension of a student the same or different? | 15.0% | Does not answer the question, are the due process procedures for a short-term and a long-term suspension of a student the same or different. | Answer is unclear and does not provide concrete information of whether or not the due process procedures are the same or different. | Adequately answers if the due process procedures are the same or different. Answer may lack some clarity. | Thoroughly answers if the due process procedures are the same or different. Due process details are clear. | Comprehensively answers if the due process procedures are the same or different. Includes specific details to support claim. | ||
| Answers question, are these requirements consistent with Goss v. Lopez? Support your position with examples from case law, the U.S. Constitution, or other readings. | 30.0% | Essay has little or nothing to do with school policy or Goss v. Lopez. No examples provided. | Inadequate comparison of school policy or Goss v. Lopez. Essay is overly simplistic and few details are given. | Adequate comparison of the school suspension procedures and Goss v. Lopez. Only one example provided. | Clear, well-crafted comparison of school suspension procedures and Goss v. Lopez. More than one relevant example provided. | Thorough and detailed comparison of school suspension procedures and Goss v. Lopez. Several relevant examples are provided that presents a persuasive claim in a distinctive and compelling manner. | ||
| Organization | 20.0% | |||||||
| Organization and 500-750-word count | 15.0% | Essay lacks any discernible overall purpose or organizing claim. Minimum word count is not met. | Essay purpose is not clear and conclusion does not support the claims made. Minimum word count is not met. | Essay purpose statement is clear. Minimum word count is met. | Essay purpose is clear. There is a smooth progression of claims from introduction to conclusion. Minimum word count is met. | Essay purpose and related conclusion are clear and convincing. Information is well organized and logical. Minimum word count is met. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| Format | 10.0% | |||||||
| Essay Format and Documentation of Sources (APA Style) | 10.0% | Essay is not in APA style. No sources are documented. | Essay is in APA style, but some elements are missing or mistaken. A lack of control with formatting is apparent. Documentation of sources is inconsistent or incorrect, with numerous formatting errors. | Essay is in correct APA style. Formatting is correct, although some minor errors may be present. Sources are documented appropriately, and format is mostly correct. | Essay is in correct APA style. There are virtually no errors in formatting style. Sources are documented correctly. | Essay is in correct APA style. All format elements are correct. Sources are completely and correctly documented. | ||
| Total Weightage | 100% |
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