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Geosciences Department Capstone Grading Criteria Paper


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2/6/08

Geosciences Department

Capstone Grading Criteria
Paper (evaluated by all Faculty)

Grade

Criteria

A

Excellent paper. Extensive and appropriate depth of content. Excellent mastery of the content relevant to the paper. Very thorough research with appropriate methods, excellent literature support, and meaningful data gathered. Insightful interpretation of results; geologically meaningful and clear distinction between data and interpretations. Excellent clarity of explanations in the paper overall. Paper exceptionally well organized with excellent text/paragraph organization. Excellent writing with few minor technical issues including grammar, style, spelling, appropriate and complete citations.

B

Very good paper. Very good depth of content. Very good mastery of the content relevant to the paper. Thorough research with appropriate methods, very good literature support, and meaningful data gathered. Very good interpretation of results. Very good clarity of explanations in the paper overall. Paper well organized with good text/paragraph organization. Very good writing or excellent writing with many technical issues including grammar, style, spelling, appropriate citations.

C

Good solid paper. Good depth of content. Good mastery of the content relevant to the paper. Adequate research with appropriate methods, good literature support, and data gathered. Good interpretation of results; attempted to make geologically meaningful and has distinction between data and interpretations. Good clarity of explanations in the paper overall. Paper organization and text/paragraph organization good. Passable writing or good writing with numerous technical issues including grammar, style, spelling, appropriate citations.

D

Weak paper. Limited depth of content. Little mastery of the content relevant to the paper. Limited research with unclear methodology, limited literature support, and insignificant data gathered. Limited interpretation of results; not geologically meaningful and no distinction between data and interpretations. Explanations weak. Disorganized text and paragraphs. Awkward sentence structure, poor grammar, poor spelling, lack of appropriate citations.

E

Unacceptable paper. Little to no depth of content. Demonstrated very little ownership and no mastery of the material. Little research with unclear methodology, little literature support, and insignificant data gather. Little or no interpretation of results; not geologically meaningful and no distinction between data and interpretations. Very limited explanations. Disorganized text and paragraphs. Awkward sentence structure, poor grammar, poor spelling, lack of appropriate citations.

Presentation (evaluated by all Faculty)


Grade

Criteria

A

Excellent presentation. Extensive and appropriate depth of content. Excellent understanding of the logical structure of the topic (application of appropriate methods, clarity between data and interpretations, scientifically meaningful interpretations). Demonstrated exceptional ownership and excellent mastery of the material. Excellent ability to distinguish significant from trivial matters and place research in broader context. Talk was very well organized; gave crystal clear explanations and spoke confidently, used graphics and PowerPoint very effectively. Gave confident and appropriate response to questions. Gave practice talk to class and faculty.

B

Very good presentation. Very good depth of content. Demonstrated very good understanding of the logical structure of the topic. Demonstrated good ownership and mastery of the material. Very good ability to distinguish significant from trivial matters and place research in broader context. Talk was well organized; spoke clearly and confidently, used graphics and PowerPoint effectively. Gave appropriate response to questions. Gave practice talk to class and faculty.

C

Good presentation. Good depth of content. Demonstrated good understanding of the logical structure of the topic. Demonstrated some mastery of the material. Good ability to distinguish significant from trivial matters and place research in broader context. Organization of talk was good; adequate speaking abilities, use of graphics and PowerPoint was adequate. Struggled to give appropriate response to questions. Poorly prepared for practice talk to class and faculty.

D

Weak presentation. Poor depth of content. Demonstrated poor understanding of the logical structure of the topic. Demonstrated little ownership and mastery of the material. Poor ability to distinguish significant from trivial matters and place research in broader context. Talk was poorly organized, struggled with speaking abilities, use of graphics and PowerPoint was distracting and ineffective. Gave poor response to questions. Unprepared for practice talk to class and faculty.

E

Unacceptable presentation. Little to no depth of content. Demonstrated little to no understanding of the logical structure of the topic. Demonstrated very little ownership and no mastery of the material. Little or no ability to distinguish significant from trivial matters and place research in broader context. Talk was poorly organized, ineffective speaking (mumbling, spoke to screen), use of graphics and PowerPoint was distracting and very ineffective (too small, too busy). Gave unacceptable responses to questions. Did not give practice talk to class and faculty.


Overall Capstone Project (evaluated by Faculty Mentor)

Grade

Criteria

A

Excellent capstone project. Extensive and appropriate depth of content. Demonstrated exceptional ownership and excellent mastery of the material. Very thorough research with appropriate methods and meaningful data gathered. Demonstrated excellent ability to find, read and understand relevant materials independently. Synthesized and integrated geologic information very effectively; applied methods and interpretations to new situations. Maintained excellent sustained initiative; put in outstanding effort and response to guidance and instructions. Met all deadlines; attended all regular weekly meetings with mentor. Took clear ownership of the project.

B

Very good capstone project. Very good depth of content. Demonstrated good ownership and mastery of the material. Thorough research with appropriate methods and meaningful data gathered. Demonstrated very good ability to find, read and understand relevant materials independently. Synthesized and integrated geologic information effectively; applied methods and interpretations to new situations. Maintained very good sustained initiative; put in high effort and response to guidance and instructions. Met all deadlines; attended all regular weekly meetings with mentor. Very good ownership of the project.

C

Good capstone project. Good depth of content. Demonstrated some mastery of the material. Adequate research with appropriate methods and data gathered. Demonstrated good ability to find, read and understand relevant materials independently. Some synthesis and integration of geologic information; little application of methods and interpretations to new situations. Maintained good sustained initiative; put in effort and response to guidance and instructions. Met most deadlines; a couple of unexcused absences for regular weekly meetings with mentor. Good ownership of the project.

D

Weak capstone project. Poor depth of content. Demonstrated little ownership and mastery of the material. Limited research with unclear methodology and insignificant data gathered. Demonstrated little ability to find, read and understand relevant materials independently. Poor synthesis and integration of geologic information; little application of methods and interpretations to new situations. Very little initiative; little effort and response to guidance and instructions. Missed many deadlines; many unexcused absence for regular weekly meetings with mentor. Little ownership of the project.

E

Unacceptable capstone project. Little to no depth of content. Demonstrated very little ownership and no mastery of the material. Little research with unclear methodology and insignificant data gather. Demonstrated very little ability to find, read and understand relevant materials independently. Little to no synthesis and integration of geologic information; no application of methods and interpretations to new situations. No initiative; no effort and response to guidance and instructions. Missed many deadlines; many unexcused absence for regular weekly meetings with mentor. Little to no ownership of the project.


Capstone Initiative and Effort (evaluated by Seminar and Capstone Instructors)

Grade

Criteria

A

Excellent, highly sustained initiative and effort; a self-starter. Attended all class sessions, met all deadlines. Excellent effort in response to guidance and questions. Gave highly constructive support of peers in class discussions and extensive review of writing.

B

Very good initiative and effort. No unexcused absences, met all deadlines. Very good effort in response to guidance and questions. Gave constructive support of peers in class discussions and very good review of writing.

C

Good initiative and effort. A couple unexcused absences, met most deadlines. Good effort in response to guidance and questions. Gave constructive support of peers in class discussions and good review of writing.

D

Weak initiative and effort. Many unexcused absences, missed many deadlines. Minimal response to guidance and questions. Weak support of peers in class discussions and limited review of writing.

E

Low initiative and effort. Many unexcused absences, missed many deadlines. Lack of response to guidance and questions. Little or no support of peers in class discussions and little or no review of writing.

WEIGHTING OF FINAL GRADE:
Overall letter grade for the oral presentation (30%): _____
Overall letter grade for the paper (50%): _____
Overall letter grade for deadlines and initiative (10%): _____
Overall letter grade for capstone (from mentor) (10%) _____

Overall letter grade for the entire project: _____



NOTE:
A “D” grade or below on the Capstone does not count toward graduation.





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