HOP Proposal Assessment Rubric

This assessment rubric is designed to promote a definition of thinking inclusive of cognition, perception, feeling and the creation of thoughts through action.  Thinking is distributed throughout the three rubric domains:

View, Method, and Presence.

The labels for the points on the scale (1 = Budding; 2 = Emerging; 3 = Maturing; 4 = Ready) refer to the JCU 4 point grading scale as they reflect a view that manifestations of student performance typically characterized as ‘weak,’ ‘unsatisfactory,’ etc. contain the seeds of more desirable qualities and should be seen as places to work from, energetic styles that contain possibilities of transformation, not qualities to be rejected or suppressed:

View: The domain of view relates to clarity of expression, insight and the development of ideas.

  1. Student work that is budding for this domain can leave the reader or audience confused about the purpose of the work or the logical arguments the author is trying to make. An authoritative stance is taken without convincing support for the author’s views.
  2. Student work that is emerging for this domain can leave the reader or audience uncertain about the purpose of the work or the logical arguments the author is trying to make. The author makes unsubstantiated assertions.
  3. Maturing evidence for this domain includes, for example, a well-structured and organized piece of work where the reader can readily ascertain the author’s perspective and can follow the development of the author’s ideas.
  4. Evidence for readiness in this domain is principled works that may also include moments of insight (understanding and illumination).

Method: The domain of method relates to action and accomplishment: the ‘nuts and bolts’ of how a piece of work is carried forward and completed: syntax, grammar, etc.

  1. Budding evidence for this domain includes a sense of incoherence as well as works that seem an incomplete jumble. While some of the components of the work may be interesting and engaging, the reader or audience is left feeling imposed upon. Work contains an excessive number of distracting spelling, grammatical, mechanical and/or technical errors.
  2. Emerging evidence for this domain includes a sense of coherence throughout the work. It is selectively interesting and engaging, yet the reader/audience is left feeling unsatisfied. Work contains distracting spelling, grammatical, mechanical and/or technical errors.
  3. Evidence for maturing skill in this domain includes an appropriate and efficient use of method. Overall, the work seems accomplished and conventional in form. Work contains few, if any, spelling, grammatical, mechanical and/or technical errors.
  4. In uses of method demonstrating readiness in this domain, it is evident to the reader that the author is daring to take risks to advance his or her written communications and is realizing success in the chosen style. Overall, the work is stylistically interesting and inspiring in form.

Presence: This central domain relates to a sense of wholeness and completeness based on the responsibility of the author/producer to the assigned task:

  • Introduction | Introduce your subject. Do not assume that your audience has the same level of specific knowledge that you have.  (~250 words).
  • Research Questions | Formulate the questions your research will investigate.  (~150 words).
  • Problem Statement | Explain how your research addresses a particular problem in the field of educational studies.  (~250 words).
  • Background / Literature Review | This review is an updated and expanded version of your initial literature review. (~1250 words).
  • Expected Outcomes | Explain what you hope to accomplish with your paper.   (~150 words).
  • References/Bibliography | Provide a list of all references that you have cited in the proposal.

  1. Budding skills in this domain are evidenced by works that are undeveloped. The author fails to engage fully with and complete the assigned task.
  2. Emerging skills in this domain are evidenced by works that are less than fully developed. The author is selectively engaged with the assigned task and may fail to complete the task.
  3. Maturing skill in this domain is evidenced by works that are well developed. The author is engaged with and has completed the assigned task.
  4. Readiness in this domain is evidenced by works whose development meets expectations. The author is fully engaged with the assigned task.