M.Ed. Core Summer 2010
Synthesis Project FORM Rubric
SEED
INTRODUCTION  No thesis
 No context
 No summary of points
to be explored in body
SPROUTING




BODY
CONCLUSION
MECHANICS
 Unconnected to
introduction
 Unsupported opinions
used to develop
argument
 No use of text
references to support
claims
 No conclusion to
summarize major
points
 Or conclusion
introduces new
information
 Many spelling errors
that could have been
detected by spellchecker
 Many grammatical
errors
 Absence of clarity
and concision
 Ideas connected to
introduction/ but
organization is
unclear
 Claims based on texts
but ideas not explored
 Or, claims made but do
not support an overall
argument
 Some use of text
references to support
claims







APA FORMAT
 Incorrect citation
format
 Incorrect reference
format
 Past tense not used
 Active voice not used
Thesis stated
Little or no context
And/or no summary of
the argument to be
explored in the body
Or, thesis is unclear




LEAFING
FLOWERING
 Thesis clear
 Context addresses
what and why
 Summary of
argument is
included (i.e.,
overview of points
to be discussed in
body




 Introduction
engages the
audience and
signals the intent of
the paper/
presentation
 Clear, relevant
thesis stated
 Context is clearly
developed
 Summary of
argument is
included
Each paragraph
 Parallel
or slide clearly
construction
connected to
 Appropriate use of
introduction or to
text references to
preceding
support claims
paragraph(s) or
 Thorough
slides
development and
Claims based on
exploration of
texts
claims
Claims build an
argument
Good use of text
references
Conclusion
 Reviews major
reviews all major
points in
points
interesting way
No conclusion
 Offers conclusion
related to thesis
about thesis
Conclusion includes
some major points
No conclusion offered
related to thesis

Spelling or grammatical
errors but not both
Lack of noun/pronoun
agreement
Lack of subject/verb
agreement
Or other consistent
grammatical errors
Inconsistent clarity and
concision
Some citations in
correct form
Some references in
correct form
Past tense used
Active voice used
 Few spelling or
grammatical errors
or errors that spell
check could miss
 Writing is clear and
concise
 Correct spelling
 No grammatical
errors
 Writing is elegant
 Most citations in
correct form
 Most references in
correct form
 Past tense used
 Active voice used
 Correct citations
 Correct reference
list format
 Appropriate use
of past and
present tense
 Active voice

M.Ed. Core Summer 2010
Synthesis Project CONTENT Rubric
SEED
SYNTHESIS:
 No or inaccurate
THE IMPACTS
discussion of the
OF BRAIN
relationships
FUNCTION,
 Offers separate
LANGUAGE,
summaries of ideas
AND CULTURE
from the texts but no
ON ACADEMIC
generalizations,
ACHIEVEMENT
explanations, or
conclusions.
KNOWLEDGE
 Most statements
ABOUT HOW
indicate lack of
THE BRAIN
knowledge about brain
LEARNS
terminology and
functions OR
 Important brain
terminology and
functions missing
SPROUTING
Attempts at synthesis
indicated through
combining ideas from the
various domains.
However, no conclusions
or generalizations are
offered.
1-2 domains synthesized
but not all 3
 Explanation how neurons
work; no explanation of
learning (Piaget and
Vygotsky)
 Description of brain parts
not connected to roles in
learning
 No discussion of memory
or learning cycle
 Overgeneralizations
KNOWLEDGE
ABOUT
L1 & L2
ACQUISITION
 Inaccurate, missing or
partial description of
acquisition
 L1 or L2 described but
not both
 Similarities and
differences between L1
and L2 not developed
 The role language
proficiency plays in
academic achievement
not addressed or under
developed
 Stages listed, no
elaboration or teaching
implications
 Some similarities and
differences between L1
and L2 development
offered
 Vague or over-generalized
description of the role
language proficiency plays
in academic achievement
KNOWLEDGE
ABOUT
IMPACT OF
CULTURE ON
STUDENT
LEARNING
No or inaccurate
explanation of what
constitutes culture
No or inaccurate
explanation of pedagogy
that is both culturally
relevant and reflective of
national and state
teaching standards
Adheres to color blind
notion of student identity
 Accurate explanation of
culture
 Initial summary of
pedagogy that is both
culturally relevant and
reflective of national and
state teaching standards
LEAFING
 Conclusions or
generalizations
offered but not both
 All 3 domains
addressed in
relationship to
academic
achievement
FLOWERING
 Ability to relate
knowledge from
several areas
and draw
conclusions
 Explanation of
neurons & learning
(Piaget and Vygotsky)
 General description
of learning cycle
 Little about
memory
 Explanation: role of
emotion in learning
 Explanation:
learning
preferences &
brain physiology
 Well synthesized
explanation about
brain structure,
functions,
relationship to
learning (Piaget
and Vygotsky) &
implications for
teaching

 Well synthesized
description of
acquisition and
specific teaching
implications

 Similarities and
differences
between L1 and
L2 development
accurately
described

 Well developed
description of the
role language
proficiency plays
in academic
achievement
•Provides
 Elaborated
discussion of
description of the
implications for
complexities of
curriculum reform
cultural identities
(close gap)
 Explanation of
•Explanation w/ ex.
specific teaching
practices that are both of culturally
culturally relevant and relevant pedagogy
reflective of
reflective of national
national and state
and state teaching
teaching standards
standards
 Clearly moves
beyond the status
quo to a position
of advocacy
Clear description of
acquisition and
general teaching
implications
Similarities and
differences
between L1 and L2
development
accurately
described
Generally accurate
description of the
role language
proficiency plays in
academic
achievement