Cumulative Project Rubric
Option 1: Integrative Essay Rubric
Criteria In Progress
Content The purpose of the article is not clear, the
review lacks direction, and unclear subtopics,
resulting the paper to be disjointed. Critical
sections of relevant content have been omitted
or overdone. The topic is not strongly related
to the course. No synthesis or clear conclusion
based on the literature review is presented.
(Reflection Reflection: Gives a general description of
& how the theme of the review might relate to
projection) their past teaching or learning experiences
and how they applied (or did not apply)
concepts related to this theme, but no
examples are provided. How the literature
review relates to other course topics and
standards is implied but not specifically
addressed. There is minimal evidence of how
the review relates to course material or
standards.
Progression: The author presents how
conclusions from the literature might
contribute to future teaching practices or
apply what has been in a leadership role, but
does not provide examples. Author does not
provide clear evidence of having successfully
integrated the literature review, coursework,
and standards as the information applies to
past and future practices.
Proficient
Literature Review
The topic of the paper is clearly presented.
All the major sections present pertinent
content, but they are not covered in as
much depth or detail as expected. A clear
relationship to the course is evident.
The author provides concluding remarks
that demonstrate having completed an
analysis and synthesis of ideas, but
conclusions are not clearly supported by
the content of the review.
Implication
Reflection: Gives a general description
of how the theme of the review was
related to their past teaching or learning
experiences and how they applied (or did
not apply) concepts related to this theme,
providing one or two examples. How the
literature review relates to other course
topics and standards is explicitly
addressed, but how all three areas work
together may not be clear.
Progression: The author presents how
conclusions from the literature review,
synthesis, and integration will contribute
to future teaching practices and how they
can apply what has been learned in a
leadership role, providing one or two
examples. How this integration relates to
standards is clear.
Distinguished
The topic is introduced, and the direction of the
article is clear. The review goes from general
ideas to specific conclusions. Transitions tie
sections and adjacent paragraphs together.
Content is presented in depth without
redundancies.
Sources are cited appropriately. Significance to
the course is unquestionable.
The author made concise and precise conclusions
based on the review.
Reflection: The author gives a detailed
description that illustrates how they have
experienced and applied (or not applied) the
main theme of the review to their teaching and
learning practices, providing sufficient
examples. How the literature review relates to
course topics and standards is explicitly
addressed, and how the three are interrelated is
clear.
Projection: The author takes what has been
synthesized and integrated from the whole
exercise and clearly describes how the
integration of this material will influence their
teaching practices and how they might apply
what has been learned to a leadership role at
several levels (practice, policy-making,
administration). Relationships to standards are
clear. The author provides several examples for
past and future applications.

Organization Essay has random organization, lacking
& internal paragraph coherence and using few
Coherence or inappropriate transitions. Information does
not flow from general to specific material.
Paragraphs do not relate to the essay’s central
idea. Paper does not consistently follow APA
format.
Support/Use Depends on clichés or overgeneralizations
of Cited Text for support or offers little in the way of
citations. Citations do not follow APA
format.
Mechanics Contains many mechanical errors that
impede the reader’s ability to comprehend
the essay.
Overall Organization
Shows a logical progression of ideas.
Topics and paragraphs flow from general
to specific content, and ideas are clearly
supported with appropriate citations.
Each paragraph clearly relates to the
essay’s central idea. Transitions could be
more consistent and sophisticated.
Offers reasons to support points. Ideas
and generalizations are developed and
supported with appropriate citations in
APA format.
May contain a few errors, but not to the
point of impeding comprehension.
All ideas and concepts in the essay flow
logically. Sophisticated transitional sentences
often develop one idea or concept from the
previous one. Guides the reader through the
chain of reasoning and presentation. The essay
demonstrated publishable qualities.
Uses well-chosen citations appropriately and
effectively. No errors in APA format. Excellent
integration of quoted material into essay.
Almost entirely free of spelling, punctuation and
grammatical errors.