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APUS Assignment
Rubric
Undergraduate Level
300-400
FOCUS/THESIS
EXEMPLARY
LEVEL
4
Student exhibits a defined
and clear understanding of
the assignment. Thesis is
clearly defined and well
constructed to help guide
the reader throughout the
assignment. Student builds
upon the thesis of the
assignment with welldocumented and
exceptional supporting
facts, figures, and/or
statements.
ACCOMPLISHED
LEVEL
3
Establishes a good
comprehension of topic
and in the building of the
thesis. Student
demonstrates an effective
presentation of thesis, with
most support statements
helping to support the key
focus of assignment.
CONTENT/SUBJECT
KNOWLEDGE
Student demonstrates
proficient command of the
subject matter in the
assignment. Assignment
shows an impressive level
of depth of student’s ability
to relate course content to
practical examples and
applications. Student
provides comprehensive
analysis of details, facts,
and concepts in a logical
sequence.
Student exhibits above
average usage of subject
matter in assignment.
Student provides above
average ability in relating
course content in
examples given. Details
and facts presented
provide an adequate
presentation of student’s
current level of subject
matter knowledge.
CRITICAL THINKING
SKILLS
Student demonstrates a
higher-level of critical
thinking necessary for 300400 level work. Learner
provides a strategic
Student exhibits a good
command of critical
thinking skills in the
presentation of material
and supporting
DEVELOPING
LEVEL
2
Student exhibits a basic
understanding of the
intended assignment, but
the thesis is not fully
supported throughout the
assignment. While thesis
helps to guide the
development of the
assignment, the reader
may have some difficulty in
seeing linkages between
thoughts. While student
has included a few
supporting facts and
statements, this has
limited the quality of the
assignment.
The assignment reveals
that the student has a
general, fundamental
understanding of the
course material. Whereas,
there are areas of some
concerning in the linkages
provided between facts
and supporting
statements. Student
generally explains
concepts, but only meets
the minimum requirements
in this area.
Student takes a common,
conventional approach in
guiding the reader through
various linkages and
connections presented in
BEGINNNIG
LEVEL
1
Exhibits a limited
understanding of the
assignment. Reader is
unable to follow the logic
used for the thesis and
development of key
themes. Introduction of
thesis is not clearly
evident, and reader must
look deeper to discover
the focus of the writer.
Student’s writing is weak
in the inclusion of
supporting facts or
statements.
Student tries to explain
some concepts, but
overlooks critical details.
Assignment appears
vague or incomplete in
various segments.
Student presents
concepts in isolation,
and does not perceive to
have a logical
sequencing of ideas.
Student demonstrates
beginning understanding
of key concepts, but
overlooks critical details.
Learner is unable to
TOTAL
POINTS
ORGANIZATION OF
IDEAS/FORMAT
WRITING
CONVENTIONS
(GRAMMAR &
MECHANICS)
approach in presenting
examples of problem
solving or critical thinking,
while drawing logical
conclusions which are not
immediately obvious.
Student provides wellsupported ideas and
reflection with a variety of
current and/or world views
in the assignment. Student
presents a genuine
intellectual development of
ideas throughout
assignment.
Student thoroughly
understands and excels in
explaining all major points.
An original, unique, and/or
imaginative approach to
overall ideas, concepts,
and findings is presented.
Overall format of
assignment includes an
appropriate introduction (or
abstract), well- developed
paragraphs, and
conclusion. Finished
assignment demonstrates
student’s ability to plan and
organize research in a
logical sequence. Student
uses at least of 5-7
references in assignment.
Student demonstrates an
excellent command of
grammar, as well as
presents research in a clear
and concise writing style.
Presents a thorough,
statements. Assignment
demonstrates the
student’s above average
use of relating concepts by
using a variety of factors.
Overall, student provides
adequate conclusions,
with 2 or fewer errors.
assignment. However,
student presents a limited
perspective on key
concepts throughout
assignment. Student
appears to have problems
applying information in a
problem-solving manner.
apply information in a
problem-solving fashion.
Student presents
confusing statements
and facts in assignment.
No evidence or little
semblance of critical
thinking skills.
Student explains the
majority of points and
concepts in the
assignment. Learner
demonstrates a good skill
level in formatting and
organizing material in
assignment. Student
presents an above
average level of
preparedness, with a few
formatting errors.
Assignment contains less
than 5 resources.
Learner applies some
points and concepts
incorrectly. Student uses
a variety of formatting
styles, with some
inconsistencies throughout
the paper. Assignment
does not have a
continuous pattern of
logical sequencing.
Student uses less than 3
sources or references.
Assignment reveals
formatting errors and a
lack of organization.
Student presents an
incomplete attempt to
provide linkages or
explanation of key
terms. The lack of
appropriate references
or source materials
demonstrates the
student’s need for
additional help or
training in this area.
Student needs to review
and revise the
assignment.
Student provides an
effective display of good
writing and grammar.
Assignment reflects
student’s ability to select
appropriate word usage
Assignment reflects basic
writing and grammar, but
more than 5 errors. Key
terms and concepts are
somewhat vague and not
completely explained by
Topics, concepts, and
ideas are not coherently
discussed or expressed
in assignments.
Student’s writing style is
weak and needs
USE OF COMPUTER
TECHNOLOGY/
APPLICATIONS
TOTAL POINTS
extensive understanding of
word usage. Student
excels in the selection and
development of a wellplanned research
assignment. Assignment is
error-free and reflects
student’s ability to prepare
a high-quality academic
assignment.
Student provides a highcaliber, formatted
assignment. Learner
exhibits excellent use of
computer technology in the
development of
assignment. Quality and
appropriateness of stated
references demonstrate the
student’s ability to use
technology to conduct
applicable research. Given
assignment includes
appropriate word
processing, spreadsheet
and/or other computer
applications as part of the
final product.
and present an above
average presentation of a
given topic or issue.
Assignment appears to be
well written with no more
than 3-5 errors. Student
provides a final written
product that covers the
above-minimal
requirements.
Assignment presents an
above-average use of
formatting skills, with less
than 3 errors. Students
has a good command of
computer applications to
format information and/or
figures in an appropriate
format. Student uses at
least two types of
computer applications to
produce a quality
assignment.
student. Student uses a
basic vocabulary in
assignment. Student’s
writing ability is average,
but demonstrates a basic
understanding of the
subject matter.
improvement, along with
numerous proofreading
errors. Assignment
lacks clarity,
consistency, and
correctness. Student
needs to review and
revise assignment.
Student demonstrates a
basic knowledge of
computer applications.
Appearance of final
assignment demonstrates
the student’s limited ability
to format and present data.
Resources used in
assignment are limited.
Student may need to
obtain further help in the
use of computer
applications and Internet
research.
Student needs to
develop better formatting
skills. The student may
need to take additional
training or obtain help
from the Educator Help
Desk while preparing an
assignment. Research
and resources presented
in the assignment are
limited. Student needs
to expand research
scope. The number of
formatting errors is not
acceptable.