Rubric for synthesis paper on inclusive education C&T 4001 Fall 2015

Organization/
Mechanics (5 points)

Clarity and relevance

of argument (10
points)

Supporting details
(8 points)

Implications for
practice (7
points)

All three components of

the assignment are
addressed thoughtfully and
reflect a sophisticated
engagement with principles
of inclusive pedagogy;
Ideas are presented in a
coherent, organized and
logical manner;
There are no mechanical
errors.

Ideas/arguments are clearly

and convincingly stated;
Arguments are supported by
many references to relevant
course readings;
Citations reflect synthesis
across many readings.

The paper provides

examples to effectively
illustrate the
ideas/arguments raised
in the paper.

The paper offers

several relevant
implications
(including
suggestions for
improvement) for
everyday
classroom/schooling
practice.

The paper addresses all

required components in
both deep and surface
ways.
The organization of ideas
may sometimes lack
clarity;
There are some mechanical
errors.

Ideas and arguments are not

always clearly stated;
Arguments are supported by
some references to relevant
course readings.
Citations reflect familiarity
with only few readings.

The paper includes some

examples, but
connections to main
arguments/ideas raised
are weak.

The paper addresses all the

components of the
assignment;
The organizational
structure is weak;
There are several
mechanical errors.

Ideas and arguments lack

clarity;
Few references to course
readings are made OR
citations include many
quotes but not enough
synthesis.

Descriptive details are

rich and draw on a
variety of personal
experiences within
schools.

The paper offers

some suggestions for
improving
classroom/schooling
practice.

30-27

B
27-24

Some descriptive details

are offered; these draw
on few personal
experiences within
schools.

The paper includes few,

if any, examples to
illustrate the
ideas/arguments raised
in the paper.
Examples offer thin
descriptions of personal
experiences within
schools.

The paper offers few

indirect suggestions
for improving
classroom/schooling
practice.

C
<24