Access to Justice
Projects for Justice Grading Rubric
Far Below Expectations
Below Expectations
Satisfactory
Excellent
50-59.9%
60-69%
70-79%
80-100%
Student stays
within the
parameters of the
assignment/
follow instructions
Student does not follow
instructions, submission is
too short or too lengthy,
submission may not address
a legal problem; missing title.
Student does not follow
many instructions,
submission is too short
or too lengthy,
submission may not
address a legal problem
Student follow assignment
instructions, submission is
appropriate length,
addresses a legal problem.
Student follows assignment
instructions – may use innovative
approach. Submission is appropriate
length, addresses a legal problem, but
also identifies the potential limits.
Student identifies
one compelling
legal or sociolegal
problem that is:
current,
manageable,
serious, has access
to justice
implications
Student does not identify a
problem that is: current,
manageable in scope or
depth. The issue does not
have access to justice
implications, or they are
tenuous. Issue is not
considered one that affects
populations for whom access
to justice is particularly
important.
Student may not identify
a problem that is
current, manageable in
scope and/or depth, and
the issue may have few
or no access to justice
implications.
Student identifies a current,
manageable and serious
access to justice issue. The
issue will have access to
justice implications, and the
student should identify these
issues.
Student identifies a current,
manageable and serious access to
justice issue. The issue will have clear
access to justice implications,
identified in a nuanced way by the
student. Student presents an
innovative idea, forum, or angle to
address the issue. Issue might be
novel, ‘cutting edge’, or very pressing
and relevant for an identified
population. Student makes very clear
link between these issues and the
lived realities of the population.
Student
demonstrates
understanding of
the issue(s) and
key barrier(s) to
the population,
group and/or
individual
Students does not
demonstrate familiarity with,
nor attempts to understand,
the barriers experienced by
the population and how this
has generated an access to
justice issue.
Student shows little
familiarity with barriers
experienced by the
population and how this
has generated an access
to justice issue
Student demonstrates
thorough understanding of
the barriers experienced by
the group and/or individual,
and how the law may work
to empower to disempower
the group.
Student will demonstrate nuanced
understanding of how the barriers
affect the lived reality of the client
group or agency in question.
Access to Justice
Projects for Justice Grading Rubric
Far Below Expectations
Below Expectations
Satisfactory
Excellent
50-59.9%
60-69%
70-79%
80-100%
Quality of
Proposed Solution
Student does not identify
solution, or solution is
incomplete, surface, or will
not address the identified
problem.
Student identifies a
solution, but solution
will not thoroughly
address the identified
problem. Solution may
be superficial, and/or
may not be supported
by evidence-based
research.
Student identifies one or
more feasible, thorough
solutions that address all or
most of the identified
problem. Problems/
challenges with the proposed
solution are identified and
explained. Solution is
supported by evidence-based
research (where relevant).
Student identifies one or more
feasible, thorough, creative solutions
that sensitively and realistically
responds to the identified problem(s).
Solution is supported by evidencebased research (where relevant).
Student demonstrates understanding
of both legal and non-legal elements
of the problem. Student clearly
identifies challenges with the
proposed approach(es).
Quality of research
Research may be missing or
incomplete,
incomprehensible, and/or
may not relate to the topic
and barriers presented.
Attempt is made at
thorough research, but
research may be
incomplete, and/or may
not relate to the topic
and barriers presented.
Research may be dated,
limited, or not on point.
Research shows clear links
between the topic and
barriers. Student
demonstrates familiarity
with historical and current
research on the topic.
Research demonstrates clear
understanding of topic and barriers.
Research is thorough, with historical
and current sources. Sources are
accurately described. Student may
have found unique sources, and
demonstrates nuanced understanding
of the authors’ perspectives.
Writing style,
grammar,
professionalism in
appearance and
presentation,
bibliography and
sources
Many errors in grammar,
spelling. Writing may be
unprofessional in content
and/or appearance.
Bibliography may be
incomplete. Sources may be
missing or inaccurate.
Many errors in
grammar, spelling.
Writing may be
unprofessional in
content and/or
appearance.
Bibliography contains
errors. Sources may be
missing or inaccurate
Some errors in grammar,
spelling, etc. Sentences are
sophisticated, well edited.
May show some weaknesses
in writing including but not
limited to lack of clarity,
verbosity, incorrect use of
words, etc. Bibliography
complete with few to no
No errors, sophisticated writing style
including appropriate language,
metaphor as appropriate, varied
sentences, writing appropriate to
audience. Bibliography complete with
no errors. All sources are cited
properly.
Access to Justice
Projects for Justice Grading Rubric
Far Below Expectations
Below Expectations
Satisfactory
Excellent
50-59.9%
60-69%
70-79%
80-100%
errors. All sources are cited
properly.
Presentation of P4J Disorganized presentation.
Problem and proposed
solution not clearly
identified and significant
elaboration and clarification
required. Most questions not
answered effectively. Group
members have
unsophisticated and unclear
speaking style with many
grammatical errors.
Appearance is
unprofessional and eye
contact with audience is
minimal.
Presentation lacking
organization.
Discussion of problem
identified and proposed
solution not clear, and
two or more issues may
require elaboration and
clarification. Many
questions not answered
effectively. Group
members have adequate
speaking style with
some grammatical
errors and heavy
reliance on notes.
Appearance is
professional but little
eye contact.
Mostly clear organization of
presentation. Logical and
persuasive progression of
problem identified and the
proposed solution, although
one or two issues may need
elaboration or clarification.
Most questions answered
effectively. Group members
all have strong speaking
styles with few grammatical
errors and some use of notes.
Appearance is professional
and eye contact maintained
throughout.
Clear organization of presentation.
Logical and persuasive progression of
problem identified and the proposed
solution. Answers all questions
effectively. Group members all have
clear, sophisticated speaking styles,
and are not reliant on notes.
Appearance is professional and eye
contact with audience maintained
throughout.