Click for rubric for Part I & Part II

Rubric for Part III:

Minimum criteria, without which no credit will be given:

____Paper includes descriptions of students, your relationships with them, and an analysis of those relationships.

____Analysis of relationship uses and cites readings

____Paper is free of spelling and grammatical errors.

Scoring Rules: Each description illustrates the characteristics of work at that score level. Not all papers will match a description exactly.

4.0

Descriptions of students clear and complete, addressing all or most of the first five bullet points in the directions. Description of your relationship with the student includes last bullet point. Your analysis of the relationship is supported by evidence from data collected in the field, including data from your notes (or journal entries), record of interactions, observations by others (e.g., CT, US). Ideas and theories from readings across the course to date are used in support or contrasted to your interpretation of these two relationships. (NOTE: This does not mean you must use all of the readings, just don't concentrate on those from one or two days.) Use of the readings shows a strong grasp of theories and ideas.

3.5

Descriptions of students clear and complete, addressing all or most of the first five bullet points in the directions. Description of your relationship with the student includes last bullet point. Your analysis of the relationship is supported by evidence from data collected in the field, including data from your notes (or journal entries), record of interactions, observations by others (e.g., CT, US). Ideas and theories from readings across the course to date are used in support or contrasted to your interpretation of these two relationships, though some connections may be superficial . Use of the readings shows a good grasp of theories and ideas.

3.0

Descriptions of students address most of the first five bullet points in the directions. Description of your relationship with the student includes last bullet point. Your analysis of the relationship is mostly supported by evidence from data collected in the field, including data from your notes (or journal entries), record of interactions, observations by others (e.g., CT, US). Ideas and theories from readings across the course to date are used primarily by matching ideas, quotes, or theories to data, rather than using them to interpret data . Use of the readings shows understanding of theories and ideas, though there may be some minor misunderstandings or misapplications OR are drawn from a narrow set of readings.

2.0

Descriptions of students address some of the first five bullet points in the directions. Description of your relationship with the student includes last bullet point. Your analysis of the relationship is supported by evidence from data collected in the field, but this support is inconsistent or weak in places. Ideas and theories from readings across the course to date are used primarily by matching ideas, quotes, or theories to data, rather than using them to interpret data and are drawn from a narrow set of readings. Use of the readings shows some understanding of theories and ideas, though there may be some major misunderstandings or misapplications.

1.0

Descriptions of students address some of the first five bullet points in the directions. Description of your relationship with the student may include last bullet point. Analysis of the relationship may occasionally supported by evidence from data collected in the field, in general consists of free-form inference without anchoring in the data. Ideas and theories from readings across the course to date are used infrequently or superficially. Use of the readings shows major misunderstanding or misapplication of theories and ideas.