Current Regis Time
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Identifies Relevant Sources | Provides clear examples supported by course content and reference(s) that articulate how source(s) relate to the topic and why the source(s) were selected. All instruction requirements noted. 30 points |
Components are accurate and thoroughly represented via scholarly resource(s), and the application to evidenced based practice, ethics, theory, and/or role is articulated within the content. All instruction requirements noted. 26 points |
Selected source(s) relate to the chosen topic, but the relationship is not clearly articulated, with minimal application to evidence-based practice, theory, or role development. Missing some instruction requirements. 23 points |
Selected source(s) do not relate to the chosen topic, but an attempt is made to articulate a relationship. Absent application of evidence-based practice, theory, or role development is noted. Demonstrates incomplete understanding of content and or inadequate preparation. Missing several instruction requirements. Submits assignment late. 20 points |
30 |
| Concise Summaries of Source Materials | In addition to a complete summary of the source(s), additional scholarly resource(s) add validity and continued dialogue throughout the annotation. All instruction requirements noted. 30 points |
Annotation(s) contain clear, complete summary of the source along with clarification of the assignment. Use of scholarly material is noted, but not in all aspects of the annotation. Most instruction requirements are noted. 26 points |
Annotation and summation of resource(s) are not clearly articulated. Use of scholarly material lacks development or clear presence within the annotation. Missing some instruction requirements. 23 points |
Annotation is attempted but resource(s) and or summation(s) are absent. Content is difficult to follow and frequently needs to be rephrased. Demonstrates incomplete understanding of content and/or inadequate preparation. Missing several instruction requirements. Submits assignment late. 20 points |
30 |
| Use of Critical Thinking to Analyze, Synthesize, and Apply Knowledge | By comparing and contrasting content within the source material, alternative viewpoints are noted that offer additional insights into the assignment and practice. Critical analysis of the source content and the relationship to nursing is evident. The knowledge gained from this assignment is synthesized to indicate a plausible path for utilization within practice as an APRN. All instruction requirements noted. 30 points |
Synthesized content from within the annotated article(s) is noted. Objective criteria, from the discipline’s point of view, is used to critically analyze the source. The annotation is clear in how the source and content relate to the field of nursing. Student indicates how the information will be used within their professional practice as an APRN. Most instruction requirements are noted. 26 points |
Synthesized content is present but missing depth and/or development. The student alludes to a practice application, but the information provided was not clear. Missing some instruction requirements. 23 points |
Annotations and/or the criteria presented in a generic format without showing relevance to the discipline and to nursing. Annotation does not demonstrate critical evaluations of content and/or connection to sources, course content, or assignment instructions. The student did not note an application to personal practice within the annotation. Demonstrates incomplete understanding of content and/or inadequate preparation. Missing several instruction requirements. Missing several instruction requirements. 20 points |
30 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise, with a logical flow of ideas. 5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow. 4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted. 3 points |
Illogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors. The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors. The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors. The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors, and/or no attempt to format in APA. The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning, such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||