LevelsDescription
Community Teaching Plan: Teaching Experience Paper – Rubric
No of Criteria: 10 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory83.00 %Good94.00 %Excellent100.00 %Content80.0 Comprehensive Summary of Teaching Plan 15.0Summary of community teaching plan is omitted.Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear. Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population. Epidemiological Rationale for Topic15.0Epidemiological rationale for the topic is omitted.Epidemiological rationale is unclear or incorrect.Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.Strong epidemiological rationale is provided and demonstrates support for the topic presented.Evaluation of Teaching Experience20.0Evaluation of teaching experience is omitted or incomplete.Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience. Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.Evaluation of the teaching experience is generally presented. Some detail is needed for clarity. A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated. Community Response to Teaching Provided15.0Community response to teaching is omitted.Community response to teaching is partially summarized. More information is needed.A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.A description of community response to teaching is generally presented. Some information is needed for support or clarity.A detailed description of community response to teaching is presented. Areas of Strength and Improvement 15.0Areas of strength and improvement are omitted.Areas of strength and improvement are partially discussed.Areas of strength and improvement are generally discussed. Areas of strength and improvement are discussed.Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.Organization and Effectiveness 15.0 Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed and/or vague; purpose is not clear. Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface 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), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.Format5.0 Paper Format2.0Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage 100
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