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Rubrics - Position Paper

This document outlines a rubric for evaluating position papers on issues related to students and the education sector in the Philippines. The rubric includes criteria for unsatisfactory, basic, proficient, and distinguished performance in several areas, including language mechanics, identification and relevance of the issue, arguments for and against the position, consistency of the position with the analysis, and a proposed plan of action. Scores range from 60-100% depending on how well the position paper meets the criteria.

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blue_notes09
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98 views

Rubrics - Position Paper

This document outlines a rubric for evaluating position papers on issues related to students and the education sector in the Philippines. The rubric includes criteria for unsatisfactory, basic, proficient, and distinguished performance in several areas, including language mechanics, identification and relevance of the issue, arguments for and against the position, consistency of the position with the analysis, and a proposed plan of action. Scores range from 60-100% depending on how well the position paper meets the criteria.

Uploaded by

blue_notes09
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Topic/Title of Paper: Group Name: Unsatisfactory (60-69%) or!

at ("%) #anguage $echanics (10%) Position paper is not in paragraph form. Poor transition was used. everal spelling and/or grammatical errors can be identified in the paper. The language used was incomprehensible. Issue identified does not concern the students and education sector NG$s in the Philippines. It is irrelevant. &rguments in favor of the position ta'en are not well( supported or well(referenced. &rguments against position ta'en are not bac'ed(up b% evidence or not properl% referenced. Position ta'en is inconsistent with the anal%sis of arguments and counter(arguments. Basic (70-79%) Position paper is in paragraph form. Proper transition was used in the development of ideas. !inimal spelling and/or grammatical errors can be identified in the paper. The language used was incomprehensible. Issue identified concerns the students and education sector NG$s in the Philippines. It ma%# however# be too old# or irrelevant. &rguments in favour of the position ta'en are well(supported but lac' some important citations. The% do not effectivel% refute counterclaims. &rguments against position ta'en are well supported b% evidence but lac' some important citations. Position ta'en is consistent with the anal%sis of arguments and counter(arguments. Its relevance to *ilipino students is not clear. & specific proposed plan is presented. Plan does not include a timeline of actuali+ation and required resources or manpower. Proficient (80-89%) Position paper is in paragraph form. Position paper is concise. Ideas were presented in a logical sequence. No spelling and/or grammar errors can be identified in the paper. imple and comprehensible language was used. Distinguished (90-100%) Position paper is concise and comprehensible. Transition from one idea to another is excellent. "xcellent spelling# grammar and sentence structure. imple and comprehensible language was used. Score

%ssue (&0%)

Issue identified is relevant but ma% not be timel% or unique. It promotes the interests of the students and education sector NG$s in the Philippines. &rguments are bac'ed(up b% supporting evidences and are well(referenced. The% do not# however# refute the counter( claims effectivel%. &rguments against position ta'en are well supported b% evidence and are well( referenced. Position ta'en is consistent with the anal%sis of arguments and counter( arguments. Its relevance to *ilipino students and nation(building is clear. Proposed plan of action identified probable dates and resources needed.

'rgu!ents for (osition (1"%) 'rgu!ents against (osition (1"%) Position) *onc+usion (1"%)

Pro(osed P+an of 'ction (&0%)

Proposed plan is vaguel% described.

Issue identified is unique# timel% and relevant. It concerns the interests of the students of the Philippines and the NG$s representing various advocacies in the education sector. &rguments in favour of the position ta'en are solidl% bac'ed(up b% valid evidences and are well(referenced. &rguments refute the counter(claims effectivel% and exceed expectations. )ounter(arguments are addressed and refuted b% author in a clear and concise manner# exceeding expectations. Position ta'en exceeds expectations and is consistent with the anal%sis of arguments and counter(arguments. It promotes a culture of nationalism and educational development. It raises the welfare of ever% *ilipino student. Proposed plan of action is feasible. It includes a well(defined timeline# list of quantifiable resources and identified organi+ations needed for its actuali+ation. ,-,'#

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