Benchmark – Coaching Assessments – RubricNo of Criteria: 9 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory74.00 %Satisfactory79.00 %Good87.00 %Excellent100.00 %Content70.0Identify the main themes for each assessment tool.15.0Identification of the main themes for each assessment tool is missing.Identification of the main themes for each assessment tool is vague and inconsistent.Identification of the main themes for each assessment tool is present and clear.Identification of the main themes for each assessment tool is clear and makes some connections to research.Identification of the main themes for each assessment tool is clear, concise, and makes connections to current research.Discuss research findings and the implication for the field for each assessment tool.15.0Discussion of research finding and the implication for the field for each assessment tool is missing.Discussion of research finding and the implication for the field for each assessment tool is vague and inconsistent.Discussion of research finding and the implication for the field for each assessment tool is present and clear.Discussion of research finding and the implication for the field for each assessment tool is clear and makes some connections to research.Discussion of research finding and the implication for the field for each assessment tool is clear, concise, and makes connections to current research.Suggest further research that is still needed for each assessment tool.20.0Suggestions for further research that is still needed for each assessment tool is missing.Suggestions for further research that is still needed for each assessment tool is vague and inconsistent.Suggestions for further research that is still needed for each assessment tool is present and clear.Suggestions for further research that is still needed for each assessment tool is clear and makes some connections to research.Suggestions for further research that is still needed for each assessment tool is clear, concise, and makes connections to current research.Examine which assessment fits the student’s niche, including an explanation as to why. (Comp. 5.1)20.0Examination of which assessment fits the student’s niche, including an explanation as to why, is missing.Examination of which assessment fits the student’s niche, including an explanation as to why, is vague and inconsistent.Examination of which assessment fits the student’s niche, including an explanation as to why, is present and clear.Examination of which assessment fits the student’s niche, including an explanation as to why, is clear and makes some connections to research.Examination of which assessment fits the student’s niche, including an explanation as to why, is clear, concise, and makes connections to current research.Organization and Effectiveness20.0Thesis Development and Purpose7.0Paper 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 Construction8.0Statement 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)5.0Surface 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.Format10.0Paper Format (use of appropriate style for the major and assignment)5.0Template 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)5.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage 100
