CAPSTONE ESSAY AND PROJECT RUBRIC
Student Name:
EXCEPTIONAL/
ACCOMPLISHED (3 pts)
ACCEPTABLE/
PROFICIENT (2 pts)
MINIMAL/
EMERGING (1 pt)
ANALYTIC ARGUMENT – Includes criteria for developing a coherent and substantiated professional position across the Capstone essay / project
CONCEPTUAL
 A well-constructed and salient
 Adequate position statement or
 Vague or disjointed position
FRAMEWORK
position statement or project
project rationale
statement or project rationale
Use of knowledge across areas
rationale
 Sections of the Capstone
 Each section of the Capstone
to establish and build a coherent
 Purposeful chain of analytical
seem unrelated to the central
clearly relates to the central
professional position.
reasoning builds across the
focus
focus
Capstone
PROFESSIONAL
KNOWLEDGE AREAS
Demonstrates understanding of:
(1) learners,
(2) learning contexts, (3)
curriculum, and
(4) assessment.
(1) LEARNER:
 Synthesizes nuanced
perspectives of learners
 Discussion of learner interacts
with other areas
(2) LEARNING CONTEXT:
 Synthesizes the multiple
dimensions of the learning
context
 Discussion of learning context
interacts with other areas
(3) CURRICULUM:
 Synthesizes a complex
perspective of curriculum
 Discussion of curriculum
interacts with other areas
(4) ASSESSMENT:
 Synthesizes multiple nuanced
aspects of assessment
 Discussion of assessment
interacts with other areas


Clear articulation of the learner
Some evidence of the
complexities or pluralities of
learners


Clear articulation of the
learning context
Some evidence of the
complexities or interactions
within the learning context

Clear articulation of curriculum
and its features
Some evidence of the
complexities and shaping of
curriculum
Clear articulation of assessment
and its scope
Some evidence of assessment
as a system across multiple
processes or levels











Vague description or position
on who the learner is
Discussion of the learner
seems one-dimensional
Vague description or position
on the learning context
Discussion of the learning
context seems onedimensional
Vague description or position
on what curriculum entails
Discussion of curriculum
seems one-dimensional
Vague description or position
on what assessment entails
Discussion of assessment
seems one-dimensional
Note to Reviewers: Score 3 of the 4 professional knowledge areas based on emphasis in the capstone. Leave the fourth area blank.
SYNTHESIS OF THEORY
 Ties theory in 3-4 professional
 Ties theory in 2-3 of the
 Few ties between theoretical
AND PRACTICE
knowledge areas to
professional knowledge areas
knowledge and practice.
implications for the practice.
to implications for the practice.
 Ties made lack clarity or
 Cohesive position extends
 Establishes a cohesive position
coherence.
through synthesis of practice.
across the knowledge areas
1
Rev 5/14
EXCEPTIONAL/
ACCOMPLISHED (3 pts)
SUPPORTIVE EVIDENCE


Position / claims are well
substantiated with authoritative
examples and citations.
A variety of reputable, wellestablished sources are used
for evidence and support.
ACCEPTABLE/
PROFICIENT (2 pts)


Most positions / claims are
substantiated with authoritative
examples and citations
Some use of sources may not
effectively support the
argument.
MINIMAL/
EMERGING (1 pt)


Position / claims lack support
due to insufficient examples
or citations
Sources of support used lack
authority or credibility
DISCUSSION AND REFLECTION – Includes criteria for relating the findings of the Capstone essay / project to the field of education or personal practice
IMPLICATIONS
 Articulates important questions
 Articulates important questions
 Lacks sufficient questions
Relevance of the Capstone for
and implications for the field
and implications for the field of
and/or implications for the
the field of education
of education that are closely
education
field of education
tied to the argument of the
 Relevance and implications of
 Implications are not clearly
essay / project.
the main argument of the essay
articulated or connected to the
 Limitations are explored.
/ project is not fully explored.
essay / project.
FUTURE
CONSIDERATIONS

Identifies important questions
or directions for continued
professional development,
including potential plans.
Future considerations tied
explicitly to findings of the
essay / project.


Identifies questions or
directions for continued
professional development.
Relevance and implications of
ideas are minimally explored in
light of the findings of the
essay / project.
FINAL PRODUCT – Includes criteria for the written presentation of the final Capstone essay / project.
WRITING CONVENTIONS
 Active voice and careful
 Minimal problems with voice
Basic elements of good writing.
editing
or editing
 Effective use of transitions and
 Adequate transitions and
headings
headings
 Judicious use of quotations
 Minimal problems with
quotations
 Minimal difficulties with APA
conventions
 Difficulties with APA
conventions
Length Requirements
 300 word abstract
 Abstract does not represent
Abstract and paper length.
appropriately summarizes the
well all aspects of the
essay/project.
essay/project.
 15-20 pages of text
 Inadequate length
TOTAL POINTS:
(27-30: High Pass, 18-26.99: Pass, 0-17.99: Remediation Required)
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
Lacks sufficient questions
and/or directions for
professional development.
Implications for professional
development are not clearly
articulated or connected to the
essay / project.
Significant problems with
voice or editing (grammar,
spelling, etc.)
Significant problems with
transitions and headings
Over-reliance on quotations
Significant lack of attention to
APA conventions
Inadequate abstract.
Inadequate length
COMMENTS:
2
Rev 5/14