Educational philosophy paper
EDUC 604
Educational Philosophy Paper Grading Rubric
| Concepts | |||||
| Standard | Descriptor | Advanced | Proficient | Developing | Points Earned |
| INT-A1 | Introduction/Thesis Statement 10 points | A well constructed introduction presents a clear thesis statement that conveys a personal philosophy of education and is strongly aligned with the title and body of the paper. | A clear thesis statement is introduced, conveys a personal philosophy of education, and aligns with the title and body of the paper. | The thesis statement is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper. | |
| INT-A1 | Abstract 10 points | Abstract provides effective summation of overall arguments contained in the paper body. | Abstract exists but does not provide effective summation of overall arguments contained in the paper body. | Abstract is vague and does not convey a personal philosophy of education. | |
| INT-A1 | Worldview and Philosophy of Life 30 points | All of the issues of meaning/purpose, truth, and values are presented coherently and lay a foundation for a consistent philosophy of education. | Most issues of meaning/purpose, truth, and values are all presented coherently and lay a foundation for a philosophy of education. | Few of the issues of meaning/purpose, truth, and values are presented and/or are inconsistent with the philosophy of education. | |
| INT-A1 INT-C12 | Philosophy of Schools/Learning 30 points | Beliefs about schools and the learning process strongly align with worldview, are consistent with methodology, and are conveyed in light of professional knowledge in the field. | Beliefs about schools and the learning process loosely align with worldview and methodology, and are conveyed in light of professional knowledge in the field. | Beliefs about schools and the learning process do NOT align with worldview and methodology, and/or are NOT conveyed in light of professional knowledge in the field. | |
| INT-A1 INT-C12 | Instructional Practice/Methodology 30 points | Thoroughly describes an exceptional instructional practice/teaching model, explaining the purpose/vision for why it will be implemented. | Describes a basic instructional practice/teaching model, explaining the purpose/vision for why it will be implemented. | Instructional philosophy/teaching model is vague and/or does not explain the purpose for implementation. | |
| INT-A1 INT-C11 | Teacher–Learner Relationships 10 points | Clearly outlines beliefs on effective teacher/learner relationships; strongly aligned with philosophy and practice. | Outlines beliefs on effective teacher/learner relationships; loosely aligned with philosophy and practice. | Poor description of teacher/learner relationships and/or loosely aligned with philosophy and practice. | |
| INT-A1 INT-C11 | Diversity 10 points | Addresses clearly and integrates effectively the consideration of diversity in the overall philosophical argument. | Addresses the consideration of diversity in the overall philosophical argument but does not effectively integrate into the overall philosophical argument. | Diversity issues receive cursory attention. | |
| Composition and Critical Thinking | |||||
| Standard | Descriptor | Advanced | Proficient | Developing | Points Earned |
| INT-B3 | Mechanics 12 points | No errors in spelling, grammar, or punctuation. | Three or fewer errors in spelling, grammar, or punctuation. | More than 3 errors in spelling, grammar, or punctuation. | |
| INT-B3 | Composition 16 points | All of the following aspects are presented with exceptional quality: coherent, cohesive, sentence and paragraph structures. | Most of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures. | Few of the following aspects are presented with acceptable quality: coherent, cohesive, sentence and paragraph structures. | |
| INT-B3 | Critical Thinking 12 points | All the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations | Most of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations | Few of the following qualities are present: supports claims with evidence; critically evaluates claims of others; seriously considers/engages with other interpretations | |
| Information Literacy / APA | |||||
| Standard | Descriptor | Advanced | Proficient | Developing | Points Earned |
| INT-A1 INT-B3 | Citation Appropriateness 10 points | Exceptional understanding of existing body of knowledge on the topic. Appropriately compares own ideas to those of experts in the field. | Basic understanding of existing body of knowledge on the topic. Compares own ideas to those of experts in the field. | Weak or poor understanding of existing body of knowledge on the topic. Inappropriately compares or fails to compare own ideas to those of experts in the field. | |
| INT-A1 INT-B3 | Citation Format 4 points | All citations are in text and are correctly formatted using APA style guidelines. | Less than 3 instances of incorrect citations as according to APA style guidelines. | Three or more instances of incorrect citations as according to APA style guidelines. | |
| INT-A1 INT-B3 | Reference Appropriateness 12 points | Six references are listed from legitimate sources in the field of educational theory, philosophy, or research. All of the following are represented: book, academic journal, online source. | Five or six references are listed from legitimate sources in the field of educational theory, philosophy, or research. At least 2 of the following are represented: book, academic journal, online source. | Fewer than five references are listed and/or are from questionable sources in the field of educational theory, philosophy, or research. One or none of the following are represented: book, academic journal, online source. | |
| INT-A1 INT-B3 | Reference Format 4 points | Bibliographic references are correctly formatted using APA style guidelines. | Less than 3 instances of incorrect bibliographic references as according to APA style guidelines. | Three or more instances of incorrect bibliographic references as according to APA style guidelines. | |
Total Points Earned:
Instructor’s Comments:
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