Intellectual Disability

50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID

Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.

Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.

Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.

Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.

Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.

30.0 %Content Comprehension

Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.

Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.

Content is not comprehensive or persuasive. Major points are addressed, but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.

Content is comprehensive and accurate. Definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria. At least two relevant academic sources are cited.

Content is comprehensive, accurate, and persuasive. Definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria. Three or more relevant academic sources are cited.

17.0 %Organization and Effectiveness

6.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim is insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim is apparent and appropriate to purpose.

Thesis and/or main claim is clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.

Thesis and/or main claim is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

6.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are as appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present.

Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.

Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.

Writer is clearly in command of standard, written, academic English.

3.0 %Format

1.0 %Paper Format (1-inch margins, 12-point font, double spaced, Times New Roman, Arial, or Courier)

APA is not used appropriately or documentation format is rarely followed correctly.

APA is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

APA is used. Formatting is correct, although some minor errors may be present.

APA is fully used. There are virtually no errors in formatting style.

All format elements are correct.

2.0 %Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing and formatting are appropriate to assignment)

No references page is included. No citations are used.

Reference page is present. Citation is inconsistently used

Reference page lists sources used in paper. Sources are appropriately documented, although some errors may be present

Reference page is inclusive of all cited sources. Documentation is appropriate and APA style is usually correct

In-text citations and a reference page are complete. The documentation of cited sources is error-free

100 %Total Weightage