Distance Education Learning

	1 Unsatisfactory 0%-75% 0.00%	2 Less Than Satisfactory 76-80% 80.00%	3 Satisfactory 81-88% 88.00%	4 Good 89-92% 92.00%	5 Excellent (93 – 100%) 100.00%
70.0 %Content
20.0 % Describes A Faculty, Student, Or Administrative Issue That Impacts Distance-Education Learning	Neglects to describe a faculty, student, or administrative issue that impacts distance-education learning.	Describes a faculty, student, or administrative issue that impacts distance-education learning, but the information provided is incomplete, inaccurate, or otherwise deficient.	Describes a faculty, student, or administrative issue that impacts distance-education learning in a perfunctory manner. Minimal detail or support is provided.	Describes a faculty, student, or administrative issue that impacts distance-education learning in full. The description further encompasses essential details and provides appropriate support.	Describes a faculty, student, or administrative issue that impacts distance-education learning clearly and comprehensively. The submission additionally incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
25.0 % Examines the Issue and its Significance to Distance Education	Neglects to examine the issue and its significance to distance education.	Examines the issue and its significance to distance education, but the information provided is incomplete, inaccurate, or otherwise deficient.	Examines the issue and its significance to distance education in a perfunctory manner. Minimal detail or support is provided.	Examines the issue and its significance to distance education in full. The description further encompasses essential details and provides appropriate support.	Examines the issue and its significance to distance education clearly and comprehensively. The submission additionally incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
25.0 % Proposes Strategies to Meet Challenges posed By The Selected Issue as Assumed from a Position of a Nursing or Patient Educator, Inclusive of Relevant Professional Standards	Does not propose strategies to meet challenges posed by the selected issue as assumed from a position of a nursing or patient educator. There is no inclusion of professional standards.	Proposes some strategies to meet challenges posed by the selected issue as assumed from a position of a nursing or patient educator, inclusive of relevant professional standards, but the information provided is incomplete, inaccurate, or otherwise deficient.	Proposes strategies to meet challenges posed by the selected issue as assumed from a position of a nursing or patient educator, inclusive of relevant professional standards in a perfunctory manner. Minimal detail or support is provided.	Proposes strategies to meet challenges posed by the selected issue as assumed from a position of a nursing or patient educator, inclusive of relevant professional standards in full. The description further encompasses essential details and provides appropriate support.	Proposes strategies to meet challenges posed by the selected issue as assumed from a position of a nursing or patient educator, inclusive of relevant professional standards clearly and comprehensively. The submission additionally incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
13.0 %Assignment Criteria
5.0 % Assignment Quantitative Criteria (word count, timespan, slide number, etc.)	Unacceptable adherence to applicable assignment quantitative criteria. Submission incorporates 0% – 25% of the required criteria for the chosen format.	Poor adherence to applicable assignment quantitative criteria. Submission incorporates 25% – 50% of the required criteria for the chosen format.	Weak adherence to applicable assignment quantitative criteria. Submission incorporates 50% – 75% of the required criteria for the chosen format.	Adequate adherence to applicable assignment quantitative criteria. Submission incorporates 90% of the required criteria for the chosen format.	Excellent adherence to applicable assignment quantitative criteria. Submission incorporates 100% of the required criteria for the chosen format.
5.0 % Scholarly references (Utilizes a minimum of three current scholarly, evidence-based, peer-reviewed resources less than five years old, in addition to course materials)	Submission utilizes only course materials. Selected references are absent or do not meet stated criteria.	Weak selection of sufficient & relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials.	Fair selection of sufficient & relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available.	Partial selection of sufficient & relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available.	Excellent selection of sufficient & relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available.
3.0 % Language Use and Audience Awareness (includes sentence construction, word choice, etc.)	Inappropriate word choice and or sentence structure, lack of variety in language use which suggests unawareness of audience. Paragraphs and transitions consistently lack unity and coherence. Composition is disjointed.	Some distracting and or inconsistencies in language choice, sentence structure, and or word choice are present. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and or cohesiveness. Some degree of composition is evident.	NoneSentence structure is correct and occasionally varies. Word choices and language are appropriate to the targeted audience. Paragraphs are generally competent, but ideas may show some inconsistency in composition and/or in their relationship to each other.	NClearly aware of audience; uses a variety of sentence structures and appropriate vocabulary; uses figures of speech to communicate clearly. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used appropriately.ne	Uses a variety of sentence constructions, figures of speech, and word choices in unique and creative ways that are appropriate to purpose, discipline, and scope. There is a sophisticated construction of paragraphs and transitions. Individually and collectively, paragraphs are coherent and cohesive
12.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose	Submission lacks any discernible overall purpose or organizing claim.	Thesis is insufficiently developed or vague. Purpose is not clear.	Thesis is apparent and appropriate to purpose.	Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 % Argument Logic and Construction	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
2.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	Writer is clearly in command of standard, written, academic English.
5.0 %Format
3.0 % Paper Format (use of appropriate style for the major and assignment)	Template is not used appropriately or documentation format is rarely followed correctly.	Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.	Appropriate template is used. Formatting is correct, although some minor errors may be present.	Appropriate template is fully used. There are virtually no errors in formatting style.	All format elements are correct.
2.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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