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Grading Rubric |
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CJ216-2: Articulate the importance of data collection, storage, retrieval, and analysis on the criminal justice system. |
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Assessed by the Unit4 Assignment 2 |
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Points Possible: |
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30 |
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No Progress |
Introductory |
Emergent |
Practiced |
Proficient |
Mastery |
Grading Score |
Relative Weight |
Points |
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0 |
1 |
2 |
3 |
4 |
5 |
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Identify. |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Student attempts to identify ways in which data collection, storage, retrieval, and analysis relate to the criminal justice system, but is inaccurate. |
Student is able to identify one method of data collection, storage, retrieval, and analysis as it relates to the criminal justice system. |
Student is able to identify two methods of data collection, storage, retrieval, and analysis as it relates to the criminal justice system. |
Student is able to identify three methods of data collection, storage, retrieval, and analysis as it relates to the criminal justice system. |
Student is able to identify four or more methods of data collection, storage, retrieval, and analysis as it relates to the criminal justice system. |
5 |
10% |
3 |
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Research. |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Student did not locate relevant information related to how data collection, storage, retrieval, and analysis is conducted within the criminal justice system. |
Student located relevant information related to how data collection, storage, retrieval, and analysis is conducted within the criminal justice system as well as irrelevant information. |
Student located relevant and irrelevant information related to how data collection, storage, retrieval, and analysis is conducted within the criminal justice system but does not demonstrate the ability to distinguish between relevant and irrelevant information. |
Student located relevant information related to how data collection, storage, retrieval, and analysis is conducted within the criminal justice system and demonstrates the ability to distinguish between relevant and irrelevant information related to the fundamentals of data collection, storage, retrieval, and analysis in the criminal justice system. |
Student located relevant information about the fundamental principles of how data collection, storage, retrieval, and analysis is conducted within the criminal justice system and distinguishes between the relative importance of those principles. |
5 |
10% |
3 |
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Discuss. |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Student was unable to discuss how and why data collection, storage, retrieval, and analysis are important to the criminal justice system. |
Student discussed how data collection, storage, retrieval, and analysis are important to the criminal justice system in general concepts, but did not sufficiently support the discussion with reliable sources and was unable to articulate why these elements are important to the criminal justice system. |
Student discussed how data collection, storage, retrieval, and analysis are important to the criminal justice system in specific terms, but only partially supported their discussion with reliable sources and was unable to articulate why these elements are important to the criminal justice system. |
Student was able to discuss how data collection, storage, retrieval, and analysis are important to the criminal justice system in specific terms, and was able to articulate why these elements are important to the criminal justice system but the student did not support the discussion using academically reliable sources. |
Student was able to discuss how data collection, storage, retrieval, and analysis are important to the criminal justice system, and was able to articulate why these elements are important to the criminal justice system supported by using academically reliable internal and external sources. |
5 |
20% |
6 |
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Apply. |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Student applied information regarding the benefits of crime analysis to the community and did not apply benefits to law enforcement. |
Student applied benefit crime analysis has to both the community and law enforcement. |
Student applied two benefits crime analysis to either the community and/or law enforcement. |
Student applied three benefits crime analysis to either the community and/or law enforcement. |
Student applied two benefits crime analysis has to both the community and law enforcement. |
5 |
30% |
9 |
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Formatting/Layout |
The project was not submitted. |
The project was submitted but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and/or reference page may be missing. Presentation is less than half of the required length. |
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The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page may be missing. Presentation is approximately half of the required length. |
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For the most part, the project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). A title page and reference page are included. Presentation meets the slide length requirements. |
5 |
5% |
1.5 |
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Source Attribution |
No attempt was made to distinguish between ideas from sources and those of the author. |
Ideas from sources are not easily distinguished from those of the author. At times, one or more of the following are used: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. |
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Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. |
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Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations and (when appropriate) quotation marks. |
5 |
5% |
1.5 |
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Source Use/Integration |
No outside sources were used. |
Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. |
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Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. |
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Quantity and type of sources adhere to the requirements of the assignment. |
5 |
5% |
1.5 |
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Mechanics |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Grammatical, punctuation, and spelling errors pervasive and distracting. |
Grammatical, punctuation, and spelling errors significant and distracting. |
Frequent grammatical, punctuation, and spelling errors. |
Minor grammatical, punctuation, and spelling errors. |
Technically flawless, mechanically and grammatically correct. |
5 |
5% |
1.5 |
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Organization |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. |
Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. |
Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. |
Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. |
Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. |
5 |
5% |
1.5 |
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Language |
Student work demonstrates no understanding or progress towards achievement of this outcome. |
Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. |
Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. |
Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. |
Language functional, appropriate, and acceptable. Written for the appropriate audience. |
Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. |
5 |
5% |
1.5 |
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100% |
Overall Grading Score: |
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30 |
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0.6 |
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ERROR:#REF! |
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ERROR:#REF! |
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0.3 |
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0.3 |
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ERROR:#REF! |
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0.3 |
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0.3 |
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0.3 |
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0.3 |