Expert

Proficient

Emerging

Novice

Articulation of Problem, Purpose, or Focus

Question, hypothesis, or position is articulated and defended in the context of the problem or purpose; and/or

A central purpose, focus, or essence of the work or performance is highly evident

Question, hypothesis, or position is stated clearly and context of the problem or purpose is apparent; and/or

A central purpose, focus, or essence of the work or performance is evident

Question, hypothesis, or position is stated clearly; and/or

A purpose or focus of the work can be determined

Question, hypothesis, position, purpose, or focus is not visible or stated clearly

Scholarly Context

Comprehensively places problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre)

Sufficiently places problem/question in appropriate scholarly context (scholarly literature, theory, model, or genre)

Partially places problem/question in scholarly context; some critical elements are missing, incorrectly developed, or unfocused

Scholarly context for the problem/question may be apparent but is not sufficiently demonstrated

Application of Scholarly Method/Technique to Project Design

Method/technique is appropriate for question or purpose

Data/sources/evidence are expertly presented

All elements of method/technique are fully developed and articulated

Method/technique is appropriate for question or purpose

Data/sources/evidence are adequately presented

Critical elements of method/technique are adequately developed; subtle elements are unclear or missing

Method/technique loosely supports the question or purpose

Data/sources/evidence are partially presented

Critical elements of method/technique are partially developed

Method/technique is not appropriate for question or purpose

Data/sources/evidence are minimally or not presented

Critical elements of method/technique are minimally developed

Analysis or Interpretation

Evidence supports a mature, complex, and/or nuanced analysis of the problem

Interpretation is explicitly linked to theoretical framework or scholarly model

Evidence supports an adequately complex analysis of the problem

Interpretation is adequately linked to theoretical framework or scholarly model

Evidence supports a limited analysis of the problem

Interpretation is partially linked to theoretical framework or scholarly model

Evidence supports very limited analysis of the problem

Interpretation is minimally linked to theoretical framework or scholarly model

Implications/Impact

Implications, consequences, and/or questions raised by the project are thoroughly explored

Limitations are fully articulated

Implications, consequences, and/or questions are adequately explored

Limitations are adequately articulated

Implications, consequences, and/or questions are partially explored

Limitations are partially articulated

Implications, consequences, and/or questions are minimally supported or unarticulated

Limitations are minimally or not articulated

Quality of Delivery

Presentation or performance is of superior quality

Delivery is free of technical errors

Presentation or performance is of high quality

Delivery has few technical errors

Presentation or performance is of acceptable quality

Delivery has some technical errors

Presentation or performance is of low quality

Delivery has frequent technical errors