Unit 2 Assignment A

Unit 2 Assignment A

Grading Rubric
Points Possible:
55
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student identified only two principles of sustainability is included in the long-term recovery process. Student identified only three principles of sustainability is included in the long-term recovery process. Student identified only four principles of sustainability is included in the long-term recovery process. Student identified only five principles of sustainability is included in the long-term recovery process. Student identified how each of the six principles of sustainability is included in the long-term recovery process. 5 15% 8.25
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 20% 11
Describe… Student work demonstrates no understanding or progress towards achievement of this outcome. Student did not accurately describe one theoretical framework or incorporate elements. Student described the challenges the community can anticipate but did not provide solutions to each of these challenges. Student did not accurately describe one theoretical framework or incorporate elements. But student described the challenges the community can anticipate and provide solutions to each of these challenges. Student was able to accurately describe one theoretical framework and incorporate elements. Student did not describe the challenges the community can anticipate or provide solutions to each of these challenges. Student was able to accurately describe one theoretical framework and incorporate elements. Student described the challenges the community can anticipate but did not provide solutions to each of these challenges. Student was able to accurately describe one theoretical framework and incorporate elements. Student described the challenges the community can anticipate and provide solutions to each of these challenges. 5 25% 13.75
Analyze… Student work demonstrates no understanding or progress towards achievement of this outcome. Work demonstrates the ability to apply critical thinking skills to produce a solution to a logical problem or issue related to the topic or field of study. This includes the ability to define the problem; explain the problem and identify a potential solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem and design a potential solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design a potential solution and examine the solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design possible solutions; examine solutions and select potential solutions. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design possible solutions; examine solutions and select the best solution. 5 30% 16.5
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 5.0% 2.75
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 5.0% 2.75
100% Overall Grading Score:
55
1.65
2.2
2.75
3.3
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0.55
0.55

Unit 2 Assignment B

Grading Rubric
CLA FS320-2: Compare the roles and responsibilities of local, state, and federal governments in recovery operations.
FS320-2 is assessed by the Unit 2 Assignment B
Points Possible:
25
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to identify any potential differences or similarities between the state and federal level and did not include a comparison and contrast of roles and responsibilities. Student was able to identify a single potential difference and similarity between the state and federal level by including comparison and contrast of roles and responsibilities. Student was able to identify two potential differences and similarities between the state and federal level by including comparison and contrast of roles and responsibilities. Student was able to identify three potential differences and similarities between the state and federal level by including comparison and contrast of roles and responsibilities. Student was able to identify four potential differences and similarities between the state and federal level by including comparison and contrast of roles and responsibilities. 5 5% 1.25
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 15% 3.75
Describe… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to describe any potential differences or similarities between the state and federal level and did not include a comparison and contrast of roles and responsibilities. Student was able to describe one potential difference and similarity between the state and federal level by including comparison and contrast of roles and responsibilities. Student was able to describe two potential differences and similarities between the state and federal level by including comparison and contrast of roles and responsibilities. Student was able to describe three potential differences and similarities between the state and federal level by including comparison and contrast of roles and responsibilities. Student was able to describe four potential differences and similarities between the state and federal level by including comparison and contrast of roles and responsibilities. 5 20% 5
Compare… Student work demonstrates no understanding or progress towards achievement of this outcome. Student work includes a comparison of only two principles of sustainability in federal, state, and local recovery operations. Student work includes a comparison of only three principles of sustainability in federal, state, and local recovery operations. Student work includes a comparison of only four principles of sustainability in federal, state, and local recovery operations. Student work includes a comparison of only five principles of sustainability in federal, state, and local recovery operations. Student work includes a comparison of all six principles of sustainability in federal, state, and local recovery operations. 5 30% 7.5
Demonstrate… Student work does not yet demonstrate an understanding or progress towards achievement of this outcome. Some content may be plagiarized. Student work has a viewpoint but it is not clearly stated and the work may reveal a lack of coherence and originality. The use of Standard American English is lacking. There are significant problems with content, organization, format and mechanics. Student work uses Standard American English and shows coherence, order and some originality, but may not include a clear viewpoint and purpose.  Work synthesizes factual support, but lacks organization throughout the assignment. The work also includes one or two significant gaps in content, does not demonstrate transitions, and has some problems with format and mechanics. Student work is in Standard American English and demonstrates the use of a clear viewpoint and purpose. The work is original, well ordered and coherent on the whole. While content is thorough and well defined there may one or two minor errors of omission. There may also be minor errors of organization, style, and mechanics. Student work includes clearly established and sustained viewpoint and purpose. Assignment is in Standard American English and demonstrates clear organization. Communication is very well ordered, logical and unified, as well as original and insightful. The work displays superior content, organization, style, and mechanics. Student work includes a highly developed viewpoint and purpose. Assignment is in Standard American English and demonstrates superior organization. Communication is highly ordered, logical and unified. The assignment displays exceptional content, organization, style and mechanics. 5 10% 2.5
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5% 1.25
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 0.625
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 0.625
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 3.0% 0.75
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 3.5% 0.875
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 3.5% 0.875
100% Overall Grading Score:
25
0.25
0.75
1
1.5
0.25
0.125
0.125
0.15
0.175
0.175

Unit 3

Grading Rubric
CLA FS320-5: Explain the procedure for requesting federal assistance.
FS320-5 is assessed by the Unit 3 Assignment
Points Possible:
50
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Student scores on the worksheet will reflect level of mastery…. 0-24 25-29 30-34 35-39 40-44 45-50 5 100% 50
100% Overall Grading Score:
50
10
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Unit 4

Grading Rubric
GEL-1.2: Demonstrate college-level communication through the composition of original materials in Standard English.
Unit 4 Assignment: Written Essay
Points Possible:
75
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately identify various agencies, departments, companies or organizations. Student was not able to identify what the general responsibilities would be in either short term or long term disaster recovery planning. Student was able to only peripherally identify various agencies, departments, companies or organizations and what the general responsibilities would be in short term but not long term disaster recovery planning. Student was able to only peripherally identify various agencies, departments, companies or organizations and what the general responsibilities would be in both short term and long term disaster recovery planning. Student was able to accurately fully identify various agencies, departments, companies or organizations and what the general responsibilities would be in short term and but not long term disaster recovery planning. Student was able to accurately fully identify various agencies, departments, companies or organizations and what the general responsibilities would be in both short term and long term disaster recovery planning. 5 0
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 20% 15.0
Describe…. Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately describe the roles and responsibilities of different typical or atypical partners in the disaster recovery process. Student was able to partially describe the roles and responsibilities of typical but did not address atypical partners in the disaster recovery process. Student was able to partially describe the roles and responsibilities of both typical and atypical partners in the disaster recovery process. Student was able to accurately fully describe the roles and responsibilities of different typical and but only briefly addressed atypical partners in the disaster recovery process. Student was able to accurately fully describe both the roles and responsibilities of different typical and atypical partners in the disaster recovery process. 5 10% 7.5
Analyze… Student work demonstrates no understanding or progress towards achievement of this outcome. Work demonstrates the ability to apply critical thinking skills to produce a solution to a logical problem or issue related to the topic or field of study. This includes the ability to define the problem; explain the problem and identify a potential solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem and design a potential solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design a potential solution and examine the solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design possible solutions; examine solutions and select potential solutions. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design possible solutions; examine solutions and select the best solution. 5 20% 15
GEL 1.2: Demonstrate college-level communication through the composition of original materials in Standard English Student work does not yet demonstrate an understanding or progress towards achievement of this outcome. Some content may be plagiarized. Student work has a viewpoint but it is not clearly stated and the work may reveal a lack of coherence and originality. The use of Standard English is lacking. There are significant problems with content, organization, format and mechanics. Student work uses Standard English and shows coherence, order and some originality, but may not include a clear viewpoint and purpose. Work synthesizes factual support, but lacks organization throughout the assignment. The work also includes one or two significant gaps in content, does not demonstrate transitions, and has some problems with format and mechanics. Student work is in Standard English and demonstrates the use of a clear viewpoint and purpose. The work is original, well ordered and coherent on the whole. While content is thorough and well defined there may one or two minor errors of omission. There may also be minor errors of organization, style, and mechanics. Student work includes clearly established and sustained viewpoint and purpose. Assignment is in Standard English and demonstrates clear organization. Communication is very well ordered, logical and unified, as well as original and insightful. The work displays superior content, organization, style, and mechanics. Student work includes a highly developed viewpoint and purpose. Assignment is in Standard English and demonstrates superior organization. Communication is highly ordered, logical and unified. The assignment displays exceptional content, organization, style and mechanics. 5 20% 15
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5% 3.75
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 1.875
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 1.88
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 3.0% 2.3
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 3.5% 2.6
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 3.5% 2.6
90% Overall Grading Score:
67.5
0
3
1.5
3
0.75
0.375
0.375
0.45
0.525
0.525

Unit 5

Grading Rubric
Points Possible:
75
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately identify either structural or nonstructural mitigation-related projects. Student did not identify any pros and cons of these projects. Student did not identify shortcomings or ideas for improvements. Also, student did not identify aspects of sustainability as part of the project. Student was able to accurately identify both structural and nonstructural mitigation-related projects. Student did not identify any pros and cons of these projects. Student did not identify shortcomings or ideas for improvements. Also, student did not identify aspects of sustainability as part of the project. Student was able to accurately identify both structural and nonstructural mitigation-related projects. Student also identified pros and cons of these projects. Student did not identify shortcomings or ideas for improvements. Also, student did not identify aspects of sustainability as part of the project. Student was able to accurately identify both structural and nonstructural mitigation-related projects. Student also identified pros and cons of these projects. Student identified shortcomings or ideas for improvements. But student did not identify aspects of sustainability as part of the project. Student was able to accurately identify both structural and nonstructural mitigation-related projects. Student also identified pros and cons of these projects. Student identified shortcomings or ideas for improvements. Student identified aspects of sustainability as part of the project. 5 20% 15
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 20% 15
Describe…. Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately fully describe challenges of both structural and nonstructural mitigation projects. Student did not included any examples of mitigation projects with strong connections to the overall disaster recovery process. Student was able to accurately fully describe challenges of both structural and nonstructural mitigation projects. Student included at least one example along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe challenges of both structural and nonstructural mitigation projects. Student included at least two examples (total) along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe challenges of both structural and nonstructural mitigation projects. Student included at least three examples (total) along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe challenges of both structural and nonstructural mitigation projects. Student included at least four examples (total) along with strong connections to the overall disaster recovery process. 5 40% 30
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5% 3.75
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 1.875
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 1.875
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 3.0% 2.25
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 3.5% 2.625
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 3.5% 2.625
100% Overall Grading Score:
75
3
3
6
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0.75
0.375
0.375
0.45
0.525
0.525

Unit 6

Grading Rubric
Points Possible:
60
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately identify various agencies, departments, companies or organizations on business continuity planning team Student was able to only identify one other agency, department, company or organization and what the general responsibilities would be on business continuity planning team. Student was able to only identify limited number of agencies, departments, companies or organizations and what the general responsibilities would be on business continuity planning team. Student was able to only identify limited number of agencies, departments, companies or organizations and what the specific responsibilities would be on business continuity planning team. Student was able to accurately and fully identify various agencies, departments, companies or organizations and what the specific responsibilities would be on business continuity planning team. 5 20% 12
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 30% 18
Apply… Student work demonstrates no understanding or progress towards achievement of this outcome. Student does not attempt to apply the components of the FEMA Guide or integrate the resources of multiple agencies. Student applies the components of the FEMA Guide and is able to integrate the resources of multiple agencies. Student applies the components of the FEMA Guide, is able to integrate the resources of multiple agencies and attempts to assign appropriate objectives. However, the objectives, while divided among agencies, may not be assigned to the discipline best suited to the assignment. Student applies the components of the FEMA Guide, is able to integrate the resources of multiple agencies, and assigns objectives to the disciplines best suited to achieve them, though capabilities and hazards are not fully considered. Student applies the components of the FEMA Guide, is able to integrate the resources of multiple agencies, and assigns objectives to the disciplines best able to achieve them, and does so while assuring capabilities and hazards are fully considered. 5 30% 18
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5.0% 3
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 1.5
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 1.5
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 2.5% 1.5
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 5.0% 3
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 2.5% 1.5
100% Overall Grading Score:
60
2.4
3.6
3.6
0.6
0.3
ERROR:#REF!
0.3
0.3
0.6
0.3

Unit 7

Grading Rubric
FS320-1:  Analyze the components of both short and long term disaster recovery operations.
GEL5-2: Analyze the impact of human expressions on culture.
FS320-1 and GEL5-2 are measured by the Unit 7 Assignment.
Points Possible:
75
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was unable to identify any critical components related to both short and long term recovery operations. Student successfully identified one critical components related to both short and long term recovery operations. Student successfully identified a minimum of two critical components related to both short and long term recovery operations. Student successfully identified a minimum of three critical components related to both short and long term recovery operations. Student successfully identified a minimum of four critical components related to both short and long term recovery operations. 5 5% 3.75
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 15% 11.25
Describe… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was unable to describe any critical components related to both short and long term recovery operations. Student successfully described one critical components related to both short and long term recovery operations. Student successfully described a minimum of two critical components related to both short and long term recovery operations. Student successfully described a minimum of three critical components related to both short and long term recovery operations. Student successfully described a minimum of four critical components related to both short and long term recovery operations. 5 20% 15
Analyze… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was unable to analyze disaster resilience, economic vitality, and quality of life as factors affected. Student analyzed disaster resilience, economic vitality, and quality of life as factors affected by critical components identified. Analysis included one of the following; challenges encountered, mitigation efforts utilized, and future suggestions. Student analyzed disaster resilience, economic vitality, and quality of life as factors affected by all critical components identified. Analysis included two of the three following; challenges encountered, mitigation efforts utilized, and future suggestions. Student analyzed disaster resilience, economic vitality, and quality of life as factors affected by all critical components identified. Analysis included all three of the following; challenges encountered, mitigation efforts utilized, and future suggestions. Student analyzed disaster resilience, economic vitality, and quality of life as factors affected by all critical components identified. Analysis included all three of the following; challenges encountered, mitigation efforts utilized, and future suggestions. 5 30% 22.5
Analyze… Work demonstrates little progress satisfying the Humanities criteria. Work demonstrates basic familiarity with several traditions within World cultures but does not satisfy the other criteria. Work demonstrates familiarity with human expressions from World cultures and the ability to engage well with primary source material from the humanities. Work demonstrates familiarity with human expressions from the world cultures, solid engagement with primary source material from the humanities, and critical thinking about the past and the present in a manner that fosters reflection on human potential. Work demonstrates familiarity with human expressions from the world cultures, solid engagement with primary source material from the humanities, critical thinking about the past and the present in a manner that fosters reflection on human potential, and uses knowledge of human expressions to help one assess human potential or one’s own potential. Work satisfies all five Humanities criteria. 5 10% 7.5
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5% 3.75
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 1.875
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 1.875
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 3.0% 2.25
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 3.5% 2.625
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 3.5% 2.625
100% Overall Grading Score:
75
0.75
2.25
3
4.5
0.75
0.375
0.375
0.45
0.525
0.525

Unit 8 Part A

Grading Rubric
Points Possible:
55
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately identify various agencies, departments, companies or organizations on business continuity planning team Student was able to only identify one other agency, department, company or organization and what the general responsibilities would be on business continuity planning team. Student was able to only identify limited number of agencies, departments, companies or organizations and what the general responsibilities would be on business continuity planning team. Student was able to only identify limited number of agencies, departments, companies or organizations and what the specific responsibilities would be on business continuity planning team. Student was able to accurately and fully identify various agencies, departments, companies or organizations and what the specific responsibilities would be on business continuity planning team. 5 20% 11
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 30% 16.5
Apply… Student work demonstrates no understanding or progress towards achievement of this outcome. Student does not attempt to apply the components of the FEMA Guide or integrate the resources of multiple agencies. Student applies the components of the FEMA Guide and is able to integrate the resources of multiple agencies. Student applies the components of the FEMA Guide, is able to integrate the resources of multiple agencies and attempts to assign appropriate objectives. However, the objectives, while divided among agencies, may not be assigned to the discipline best suited to the assignment. Student applies the components of the FEMA Guide, is able to integrate the resources of multiple agencies, and assigns objectives to the disciplines best suited to achieve them, though capabilities and hazards are not fully considered. Student applies the components of the FEMA Guide, is able to integrate the resources of multiple agencies, and assigns objectives to the disciplines best able to achieve them, and does so while assuring capabilities and hazards are fully considered. 5 30% 16.5
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5.0% 2.75
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 1.375
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 1.375
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 2.5% 1.375
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 5.0% 2.75
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 2.5% 1.375
100% Overall Grading Score:
55
2.2
3.3
3.3
0.55
0.275
ERROR:#REF!
0.275
0.275
0.55
0.275

Unit 8 Part B

Grading Rubric
FS320-3: Compare the roles and responsibilities of private sector individuals, organizations, and insurance providers in recovery operations.
FS320-3 is assessed by Unit 8 Part B
Points Possible:
25
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Identify… Student was not able to accurately identify any differences between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery. Student was able to accurately identify one difference between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery. Student was able to accurately identify two differences between the business continuity process and/or government (local,state and federal) responsibilities in disaster recovery. Student was able to accurately identify three differences between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery. Student was able to accurately identify four differences between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery. Student was able to accurately identify five differences between the business continuity process and government (local,state and federal) responsibilities in disaster recovery. 5 20% 5
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 20% 5
Describe…. Student was not able to accurately fully describe differences between the business continuity process and government (local,state and/or federal) . Student did not include any examples or connections to the overall disaster recovery process. Student was able to accurately fully describe differences between the business continuity process and government (local,state and/or federal) . Student included at least four examples (total) along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe differences between the business continuity process and government (local,state and/or federal) . Student included at least two examples (total) along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe differences between the business continuity process and government (local,state and/or federal) . Student included at least three examples (total) along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe differences between the business continuity process and government (local,state and/or federal) . Student included at least four examples (total) along with strong connections to the overall disaster recovery process. Student was able to accurately fully describe differences between the business continuity process and government (local,state and federal) . Student included at least five examples (total) along with strong connections to the overall disaster recovery process. 5 20% 5
Compare… Student was not able to make any comparisons between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery or include examples of any. Student was only able to make one comparison between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery and include examples for it. Student was able to make two comparisons between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery and include examples for each. Student was able to make three comparisons between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery and include examples for each. Student was able to make four comparisons between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery and include examples for each. Student was able to make five comparisons between the business continuity process and government (local,state and/or federal) responsibilities in disaster recovery and include examples for each. 5 20% 5
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g.,, spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g.,, spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5% 1.25
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 0.625
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 0.625
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 3.0% 0.75
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 3.5% 0.875
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 3.5% 0.875
100% Overall Grading Score:
25
1
1
1
ERROR:#REF!
0.25
0.125
0.125
0.15
0.175
0.175

Unit 9

Grading Rubric
CLA FS320-4: Create a disaster recovery plan.
PC-2.3: Demonstrate integrity through the application of relevant codes of conduct and social responsibility within one’s profession.
FS320-4 is assessed by the Unit 9 Assignment.
Points Possible:
60
No Progress Introductory Emergent Practiced Proficient Mastery Grading Score Relative Weight Points
0 1 2 3 4 5
Demonstrate Student work demonstrates little or no ability to identify any critical issue or objective of integrity for one’s self. Student work demonstrates minimal ability to identify issues or objectives for one’s self. The issue or objective identified is not the most relevant, therefore the work fails to demonstrate integrity through the implementation of social responsibility or relevant codes of conduct. Student work demonstrates a general ability to identify issues or objectives for one’s self. The issue or objective identified is relevant with respect to the appropriate code of conduct; however, the work fails to demonstrate integrity through the implementation of social responsibility or relevant codes of conduct. Student work demonstrates the ability to properly identify issues or objectives for one’s self or team. The student is able to demonstrate integrity through the implementation of social responsibility and relevant codes of conduct. The assignment is in Standard English and demonstrates clear organization. Student work demonstrates proficient ability to properly identify issues or objectives for one’s self/ team/profession. The student is able to demonstrate integrity through the implementation of specific social responsibilities and relevant codes of conduct. The assignment is in Standard English and demonstrates proficient organization. Student work demonstrates superior ability to identify issues and objectives for one’s self/ team/profession. The student is able to demonstrate integrity through a complete implementation of specific social responsibilities and relevant codes of conduct. The assignment is in Standard English and demonstrates superior organization. 5 5% 3
Identify… Student work demonstrates no understanding or progress towards achievement of this outcome. Student was not able to accurately identify potential funding sources for disaster recovery. Student was able to only identify one potential funding sources for disaster recovery. Student was able to identify two potential funding sources for disaster recovery. Student was able to identify three potential funding sources for disaster recovery. Student was able to identify four potential funding sources for disaster recovery. 5 5% 3
Research… Student work demonstrates no understanding or progress towards achievement of this outcome. Student used only the text material as references. Student used one resource beyond the text material from a source that was not credible or the credibility could not be assessed because of lack of information related to the author and sponsor. Student used one credible resource beyond the text material. Student used at least two credible sources beyond the text material. Student used at least two credible sources beyond the text material and discussed how they evaluated the credibility of the resources used. 5 10% 6
Apply… Student work demonstrates no understanding or progress towards achievement of this outcome. Student does not apply the comprehensive emergency management approach to the disaster recovery plan, and does not integrate the resources of multiple stakeholders. Student does not assure capabilities and hazards are fully considered. Student does not include mitigation related projects or potential sources for financing recovery. Student applies the comprehensive emergency management approach to the disaster recovery plan, is able to integrate the resources of multiple stakeholders. Student does not assure capabilities and hazards are fully considered. Student does not include mitigation related projects or potential sources for financing recovery. Student applies the comprehensive emergency management approach to the disaster recovery plan, is able to integrate the resources of multiple stakeholders, and does so while assuring capabilities and hazards are fully considered. Student does not include mitigation related projects or potential sources for financing recovery. Student applies the comprehensive emergency management approach to the disaster recovery plan, is able to integrate the resources of multiple stakeholders, and does so while assuring capabilities and hazards are fully considered. Student includes mitigation related projects. Student does not include potential sources for financing recovery. Student applies the comprehensive emergency management approach to the disaster recovery plan, is able to integrate the resources of multiple stakeholders, and does so while assuring capabilities and hazards are fully considered. Student includes mitigation related projects. Student includes potential sources for financing recovery. 5 10% 6
Analyze… Student work demonstrates no understanding or progress towards achievement of this outcome. Work demonstrates the ability to apply critical thinking skills to produce a solution to a logical problem or issue related to the topic or field of study. This includes the ability to define the problem; explain the problem and identify a potential solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem and design a potential solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design a potential solution and examine the solution. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design possible solutions; examine solutions and select potential solutions. Work demonstrates the ability to apply critical thinking skills to formulate a logical solution to a problem or issue related to the topic or field of study. This includes the ability to define the problem; analyze the problem; design possible solutions; examine solutions and select the best solution. 5 15% 9
Evaluate… Student work demonstrates no understanding or progress towards achievement of this outcome. Student’s plans does not evaluate the impact of both natural and technological hazards. Student does not evaluate the roles and responsibilities of private organizations or of local, state and federal organizations in recovery operations. Student does not evaluates the effectiveness of mitigation related projects. Student’s plans evaluates the impact of both natural and technological hazards. Student either evaluates the roles and responsibilities of private organizations or of local, state and federal organizations in recovery operations thoroughly. Student does not evaluate the effectiveness of mitigation related projects. Student’s plans evaluates the impact of both natural and technological hazards. Student either evaluates both the roles and responsibilities of private organizations and of local, state and federal organizations in recovery operations thoroughly. Student does not evaluate the effectiveness of mitigation related projects. Student’s plans evaluates the impact of both natural and technological hazards. Student either evaluates both the roles and responsibilities of private organizations and of local, state and federal organizations in recovery operations thoroughly. Student evaluates the effectiveness of mitigation related projects. Student’s plans evaluates the impact of both natural and technological hazards. Student evaluates the roles and responsibilities of private organizations in the disaster recovery process. Student evaluates the roles and responsibilities of local, state and federal organizations in recovery operations. Student evaluates the effectiveness of mitigation related projects. 5 10% 6
Demonstrate Student work demonstrates little or no ability to identify any critical issue or objective of integrity for one’s self. Student work demonstrates minimal ability to identify issues or objectives for one’s self. The issue or objective identified is not the most relevant, therefore the work fails to demonstrate integrity through the implementation of social responsibility or relevant codes of conduct. Student work demonstrates a general ability to identify issues or objectives for one’s self. The issue or objective identified is relevant with respect to the appropriate code of conduct; however, the work fails to demonstrate integrity through the implementation of social responsibility or relevant codes of conduct. Student work demonstrates the ability to properly identify issues or objectives for one’s self or team. The student is able to demonstrate integrity through the implementation of social responsibility and relevant codes of conduct. The assignment is in Standard English and demonstrates clear organization. Student work demonstrates proficient ability to properly identify issues or objectives for one’s self/ team/profession. The student is able to demonstrate integrity through the implementation of specific social responsibilities and relevant codes of conduct. The assignment is in Standard English and demonstrates proficient organization. Student work demonstrates superior ability to identify issues and objectives for one’s self/ team/profession. The student is able to demonstrate integrity through a complete implementation of specific social responsibilities and relevant codes of conduct. The assignment is in Standard English and demonstrates superior organization. 5 5% 3
Create…. Student work demonstrates no understanding or progress towards achievement of this outcome. Student created a disaster recovery plan that does not recognize the comprehensive emergency management approach, and is not inclusive of multiple stakeholders. Disaster recovery plan does not recognize the capabilities and potential hazards the community may be facing. Disaster recovery plan does not include mitigation related projects or potential sources for financing recovery. Student created a disaster recovery plan that recognizes the comprehensive emergency management approach, is inclusive of multiple stakeholders. Disaster recovery plan does not recognize the capabilities and potential hazards the community may be facing. Disaster recovery plan does not include mitigation related projects or potential sources for financing recovery. Student created a disaster recovery plan that recognizes the comprehensive emergency management approach, is inclusive of multiple stakeholders, recognizes the capabilities and potential hazards the community may be facing. Disaster recovery plan does not include mitigation related projects or potential sources for financing recovery. Student created a disaster recovery plan that recognizes the comprehensive emergency management approach, is inclusive of multiple stakeholders, recognizes the capabilities and potential hazards the community may be facing. Disaster recovery plan includes mitigation related projects. Student does not include potential sources for financing recovery. Student created a disaster recovery plan that recognizes the comprehensive emergency management approach, is inclusive of multiple stakeholders, recognizes the capabilities and potential hazards the community may be facing. Disaster recovery plan includes mitigation related projects. Student includes potential sources for financing recovery. 5 20% 12
Formatting/Layout The project was not submitted. The project was submitted, but the formatting (e.g., spacing, margins, font size, etc.) contains errors that are excessive and distracting. The title page and reference page are missing. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are frequent. The title page and/or reference page may be missing, incomplete, or contain some formatting errors. The project demonstrates an attempt to adhere to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.)–errors are not egregious. The title page or reference page are included but may contain formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.) with minimal errors. The title page and reference page (listing all sources used) are included but may contain minor or negligible formatting errors. The project adheres to the formatting guidelines as outlined in the instructions (e.g., spacing, margins, font size, etc.). The title page and reference page (listing all sources used) are included and conform to course/ assignment guidelines. 5 5.0% 3
Source Attribution No attempt was made to distinguish between ideas from sources and those of the author. Paper may be plagiarized. Ideas from sources are not clearly distinguishable from those of the author. The following are infrequent or non-existent: Signal phrases, inclusion of URLs, author names, publication titles, in-text citations, and/or (when appropriate) quotation marks. Ideas from sources are usually distinguishable from those of the author by the use of any of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are rarely used when appropriate. Ideas from sources are generally distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are sometimes used when appropriate. Ideas from sources are usually distinguishable from those of the author by the use of two or more of the following: Signal phrases, inclusion of URLs, author names, publication titles, and/or in-text citations. Quotation marks are used when appropriate. Ideas from sources are clearly distinguishable from those of the author by the frequent use of in-text citations. Quotation marks are always used when appropriate. 5 2.5% 1.5
Source Use/Integration No outside sources were used. Quantity and type of sources do not entirely adhere to the requirements of the assignment. There are > 26% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment for the most part. There may be < 25% fewer sources and/or types of sources than required. Quantity and type of sources adhere to the requirements of the assignment. 5 2.5% 1.5
Mechanics Student work demonstrates no understanding or progress towards achievement of this outcome. Grammatical, punctuation, and spelling errors pervasive and distracting. Grammatical, punctuation, and spelling errors significant and distracting. Frequent grammatical, punctuation, and spelling errors. Minor grammatical, punctuation, and spelling errors. Technically flawless, mechanically and grammatically correct. 5 2.5% 1.5
Organization Student work demonstrates no understanding or progress towards achievement of this outcome. Organization and structure detract from the analysis. Analysis is disjointed and lacks transition of thought. Organization and structure are not easy to follow and interfere with meaning. Paragraph and sentence transitions need significant improvement. Organization and structure developing but still some illogic in flow. Transition of thoughts needs some improvement. Organization and structure are clear but presentation could be more precise. Minor flaw(s) in flow of analysis. Organization and structure of the paper are clear and easy to follow. Logical flow of ideas. 5 5.0% 3
Language Student work demonstrates no understanding or progress towards achievement of this outcome. Language inappropriate, mundane, and unfocused. No central theme or thesis present. Not written for the appropriate audience. Random, choppy, and/or awkward language significantly detracts from analysis. Not written for the appropriate audience. Language ordinary, imprecise, and/or lacks interest or precision. Central theme or thesis present but not explicitly presented. Written for the appropriate audience. Language functional, appropriate, and acceptable. Written for the appropriate audience. Variety of sentence length and structure. Language rich, precise, and vivid. Central theme or thesis clear. Written for the appropriate audience. 5 2.5% 1.5
100% Overall Grading Score:
60
0.6
1.2
1.2
1.8
1.2
0.6
0.3
0.3
0.3
0.6
0.3

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