Grading

Grading Practices

Online courses: Lesson responses will be returned within one week.

Final grades at the end of each class will be forwarded to students within 14 days of the end of each term.

Terms of  Supervised Writing are Pass/Fail and  feedback is coordinated between each individual student and his/her supervisor(s) or doctoral committee.

Grading Scale Standard:

Standards of achievement are based on customary expectations for graduate level work. 

NOTE: A score of 80% or better is required on each written exam to proceed to the next phase of training in Adizes Methodology. Not all courses require exams.

Letter

Minimum Points

Direct Equivalent

Grade Points

A+

95

100

5.00

A

92

94

4.00

A-

90

91

3.50

B+

87

89

3.30

B

83

86

3.00

B-

80

82

2.50

C+

77

79

2.30

C

73

76

2.00

C-

70

72

1.50

D+

67

69

1.30

D

63

66

1.00

D-

60

62

0.50

F

0

59

0.00

The following describes the quality of work generally expected in terms of grading:

(A+)   awarded to candidates whose work expresses unusual or unique creativity and individuality of thought when compared with the work of most individuals engaged in advanced graduate study. This individual regularly provides insightful feedback to peers, and assignments are well structured, well researched and on time. 

(A, B)  awarded to participants whose work is well above average compared to the work of others in the program and at a graduate level of scholarship, whose participation and feedback meet expectations, and who develop creative lines of thought. 

(B-, C) awarded to participants whose work is satisfactory when compared to the work of others in the program; student may exhibit occasional difficulties with timeliness of work, providing thought provoking feedback to peers or development of creative lines of thought. 

Not Passing, Incomplete – Assigned to students whose work does not meet the performance standards for the course. This includes quality of work, on-line participation requirements and attendance. Students with significant problems will be advised by faculty and administration at mid-term and may choose to withdraw and receive an “incomplete” and partial refund, instead of a failing grade. Individuals may repeat the course one time. If they do not pass the second time, they may not advance in the degree program

Essay Grading Rubric:  All courses require a high quality of written work to pass, including posts in the online dialogue as well as essays, synthesis projects and term papers. An Essay Grading Rubric is provided in every syllabus. 

Graded Elements
Unsatisfactory
or Incomplete
(67- 72%)
(<66% fails)
B-, C  (73-82%)
(Pass with Recommendations)
A, B (83-94%)
A+ (95-100%)
Subject Mastery / Critical Thinking
Analysis does not address topic. 
Failed to present relevant issues or show evidence of critical thinking. 
Responses fail to develop an analysis of an issue. 
There is little or no detail.
Course materials were not cited, or citations were gratuitous rather than relevant.
Analysis shows adequate development. 
Uses enough specific information and examples. 
Identified some implications but failed to point out gaps or contradictions. 
Not all issues have been identified.
Some relevant citations provided to demonstrate use of course materials.
Clear analysis of problems and issues.  Implications and contradictions identified but not thoroughly analyzed. 
Responses were mostly specific to one application and not discussed in terms of being generalizable.
Citations of course materials are relevant and some research was conducted beyond the materials provided in the course.
Analysis is clear and well-organized. 
Synthesis of sources and ideas is insightful and indicates a high level of critical thinking.  Implications and contradictions are discussed in detail.
Conclusions are applied both specifically and to broad contexts.
Citations of course materials are relevant and significant research was conducted beyond the materials provided in the course.
Essay
Organization
Thoughts are not organized or presented in a logical sequence.
Shows intellectual confusion with lack of organization.
Reference list is missing or incomplete.
Contains a problem statement but may not be entirely clear or concise. 
Paper has marginal flow with regard to the development of ideas, though understanding of major concepts is evident.
Reference list is present but may not match all citations.
Well-organized and developed with good use of supporting examples. 
Scope is presented in a straight forward manner with few contextual errors.
References are complete.
Exceptional quality of organization and amount of detail used to support or illustrate all points
Scope of the issues to be explored is well-described. 
Paper has logical organization.
References are complete.
Language Usage
Numerous spelling, grammatical and punctuation errors. 
Severe and frequent writing errors. 
Demonstrates little understanding of the mechanics of writing.
Should use an English editor. 
Contain only a few writing errors but little variety or sophistication in language usage. 
Several spelling, grammatical, punctuation errors or APA errors detract from project.
Proofing needs improvement.
Good use of the English language. 
Response has been proofread and has few, if any, errors. 
Uses language effectively, and contains few writing or APA errors.
 
Responses demonstrate fluency, language control, and sentence variety.  Excellent sentence structure, punctuation, and choice of words. 
The response has been proofread for spelling, grammatical, punctuation and APA errors and is error free.