| Course Code |
Class Code |
Assignment Title |
Total Points |
| PSY-550 |
PSY-550-O500 |
Benchmark – Research Proposal |
200.0 |
| 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% |
| Introductory section, including hypothesis and revised review of the literature |
10.0% |
Introductory section, including hypothesis and revised review of the literature, is missing. |
Introductory section, including hypothesis and revised review of the literature, is vague and inconsistent. |
Introductory section, including hypothesis and revised review of the literature, is present and appropriate. |
Introductory section, including hypothesis and revised review of the literature, is present, clear, and makes some connection to research. |
Introductory section, including hypothesis and revised review of the literature, is clear, concise, and makes connections to current research. |
| Method section, including subsections on participants, apparatus/materials/instrument, procedure and design (Comp 3.3) |
15.0% |
Method section, including subsections on participants, apparatus/materials/instrument, procedure and design, is missing. |
Method section, including subsections on participants, apparatus/materials/instrument, procedure and design, is vague and inconsistent. |
Method section, including subsections on participants, apparatus/materials/instrument, procedure and design, is present and appropriate. |
Method section, including subsections on participants, apparatus/materials/instrument, procedure and design, is present, clear, and makes some connection to research. |
Method section, including subsections on participants, apparatus/materials/instrument, procedure and design, is clear, concise, and makes connections to current research. |
| Results section, including statistic, critical values, degrees of freedom, and alpha level |
15.0% |
Results section, including statistic, critical values, degrees of freedom, and alpha level, is missing. |
Results section, including statistic, critical values, degrees of freedom, and alpha level, is vague and inconsistent. |
Results section, including statistic, critical values, degrees of freedom, and alpha level, is present and appropriate. |
Results section, including statistic, critical values, degrees of freedom, and alpha level, is present, clear, and makes some connection to research. |
Results section, including statistic, critical values, degrees of freedom, and alpha level, is clear, concise, and makes connections to current research. |
| Discussion section, including interpretation of results, ethical concerns, limitations of study, and suggestions for future research (Comp 4.3) |
15.0% |
Discussion section, including interpretation of results, ethical concerns, limitations of study, and suggestions for future research, is missing. |
Discussion section, including interpretation of results, ethical concerns, limitations of study, and suggestions for future research, is vague and inconsistent. |
Discussion section, including interpretation of results, ethical concerns, limitations of study, and suggestions for future research, is present and appropriate. |
Discussion section, including interpretation of results, ethical concerns, limitations of study, and suggestions for future research, is present, clear, and makes some connection to research. |
Discussion section, including interpretation of results, ethical concerns, limitations of study, and suggestions for future research, is clear, concise, and makes connections to current research. |
| Figures and tables section, include a minimum of two (either two figures, two tables, or one of each) |
15.0% |
Figures and tables section, include a minimum of two is missing. |
Figures and tables section, include a minimum of two is vague and inconsistent. |
Figures and tables section, include a minimum of two is present and appropriate. |
Figures and tables section, include a minimum of two is present, clear, and makes some connection to research. |
Figures and tables section, include a minimum of two is clear, concise, and makes connections to current research. |
| Organization and Effectiveness |
20.0% |
| Thesis Development and Purpose |
7.0% |
Paper lacks any discernible overall purpose or organizing claim. |
Thesis is insufficiently developed or vague. Purpose is not clear. |
Thesis is apparent and appropriate to purpose. |
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. |
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Argument Logic and Construction |
8.0% |
Statement 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) |
5.0% |
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% |
| Paper Format (use of appropriate style for the major and assignment) |
5.0% |
Template is not used appropriately or documentation format is rarely followed correctly. |
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. |
Appropriate template is used. Formatting is correct, although some minor errors may be present. |
Appropriate 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) |
5.0% |
Sources are not documented. |
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
