This item represents lower academic achievement than foundational undergraduate knowledge.

Outlines issue/problem to be considered in authentic context.

Issue/problem to be considered is simply stated without clarification or description of context.

Information is taken from source(s) without any interpretation/evaluation.

Viewpoints of experts and own/others’ assumptions are taken as fact, without question.

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Explains issue/problem to be considered in authentic context.

Issue/problem to be considered is stated but context description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.

Viewpoints of experts and own/others’ assumptions are taken as mostly fact, with little questioning.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Ascertainsissue/problem to be considered in authentic context.

Issue/problem to be considered is stated, described, and clarified so that context understanding is not seriously impeded by omissions.

Information is taken from source(s) with enough interpretation/evaluation to allow for application.

Viewpoints of experts and own/others’ assumptions are subject to questioning.

Conclusion is logically tied to information and most related outcomes (consequences and implications) are identified clearly.

Analyzes issue/problem to be considered in authentic context.

Issue/problem to be considered is stated clearly and described comprehensively, delivering relevant information necessary for full understanding of context.

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis.

Viewpoints of experts and own/others’ assumptions are questioned relatively thoroughly.

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Evaluate issue/problem to be considered in authentic context.

Issue/problem to be considered is stated clearly and context is described comprehensively, delivering relevant information necessary for full understanding of all sides/perspectives of the issue/problem.

Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis comparing and contrasting viewpoints of experts and own/others’ assumptions.

Conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Specifyissue/problem to be considered in authentic context.

Issue/problem to be considered is stated clearly and context is described comprehensively, delivering relevant information necessary for deducing possible solutions to issue/problem.

Information is taken from source(s) with thorough interpretation/
evaluation to develop a comprehensive synthesis of experts’ viewpoints and own/others’ assumptions, in order to infer next steps.

Conclusions are logically tied to a range of information, including a synthesis of viewpoints and assumptions, in order to produce clear outcomes (consequences and implications).

This item represents lower academic achievement than foundational undergraduate knowledge.

Identifiesinformation/resources needed.

Minimal and obvious information sources are selected that contain the exact terms in the research question.

Chooses a few information sources. Some sources have questionable credibility.

Student uses mostly quotes; uses information in ways that are repetitive of the original context; and sometimes demonstrates a lack of understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Summarizesinformation/resources needed.

Types of information sources selected mostly relate to concepts or answer research question, but unrelated information is also provided or more sources are needed.

Chooses the minimum information sources required. Selects sources using limited criteria (such as relevance to the research question); credibility of some sources is questionable.

Student sometimes incorrectly uses citations and references; mostly uses summary, or quoting; uses information in ways that are somewhat repetitive of the original context; and mostly demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Usesinformation/resources needed.

Types of information sources selected shows student can ascertain resources related to concepts and/or needed to answer a research question, but work would benefit from more sources.

Chooses a variety of information sources.
Selects sources using basic criteria (such as credibility, relevance to the research question, and currency).

Student correctly uses citations and references with only minor mistakes; uses some paraphrasing followed by summary or quoting; uses information in ways that are true to original context; and demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Examinesinformation/resources needed.

Types of information sources selected shows student is able to apprise resources related to concepts and/or needed to answer a research question.

Chooses a variety of information sources appropriate to the scope and discipline of the research question. Selects sources using multiple criteria (such as credibility, relevance to the research question, currency, and
authority).

Student correctly uses citations and references; uses summary and paraphrasing, with some quoting; uses information in ways that allow for analysis of original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Critiquesinformation/resources needed.

Types of information sources purposefully selected to represent multiple views directly related to concepts and/or needed to answer a research question from various perspectives.

Chooses a variety of information sources appropriate to the scope and discipline of the research question that represent multiple points of view. Evaluates sources using multiple criteria (such as credibility, relevance to the research question, currency, authority, and points of view).

Student correctly uses citations and references; uses paraphrasing, followed by summary, and minimal quoting; uses information in ways that allow for evaluation of original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

Producesinformation/resources needed.

Types of information sources selected from exhaustive search that directly relate to concepts or answer research question, as well as sources that prepare deduction of next steps.

Chooses a variety of information sources appropriate to the scope and discipline of the research question as well as resources to support next steps. Selects sources after considering the importance (to the researched topic) of the multiple criteria used (such as credibility, relevance to the research question, currency, authority, audience, and bias or point of view).

Student correctly uses citations and references in practically all instances; uses mostly paraphrasing or summary; uses information in ways that build upon the original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.

This item represents lower academic achievement than foundational undergraduate knowledge.

Outlinesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are merely listed.

Student is able to identify pertinent topics/discussions to be included in final graduate culminating experience, but clear alignment issues are present.

Summarizesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are described.

Student is able to articulate pertinent topics/discussions to be included in final graduate culminating experience, but clear alignment is missing at times.

Providesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are provided.

Student is able to ascertain pertinent topics/discussions to be included in final graduate culminating experience, but alignment could be clearer.

Examinesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are explored.

Student is able to document pertinent topics to be included in final graduate culminating experience, and all elements of project/product are aligned.

Critiquesresearch/practice problem and scholarly literature.

Theories and paradigms related to research problem or area of practice are evaluated.

Student is able to support pertinent topics to be included in final graduate culminating experience, and alignment is clear.

Synthesizesresearch/practice problem and scholarly literature in order to construct novel insights or generate new knowledge.

Theories and paradigms related to research problem or area of practice are integrated.

Student is able to incorporate pertinent topics to be included in final graduate culminating experience, and alignment is clearly depicted throughout.