Levels of Achievement

CT_Rubric_100

100 Points

Levels of Achievement

Criteria Exceeds Expectation Meets Expectation Some Expectations Unsatisfactory

Content 33 to 35 points

Demonstratessubstantial andextensive knowledge ofthe materials, with noerrors or majoromissions.

29 to 32 points

Demonstrates adequateknowledge of thematerials; may includesome minor errors oromissions.

26 to 28 points

Demonstrates fair knowledgeof the materials and/orincludes some major errors oromissions.

0 to 21 points

Fails to demonstrateknowledge of thematerials and/orincludes many majorerrors or omissions.

Analysis 33 to 35 points

Provides strongthought, insight, andanalysis of conceptsand applications.

29 to 32 points

Provides adequatethought, insight, andanalysis of concepts andapplications.

26 to 28 points

Provides poor though, insight,and analysis of concepts andapplications.

0 to 21 points

Provides little or nothought, insight, andanalysis of conceptsand applications.

Sources 15 to 15 points

Sources go above andbeyond requiredcriteria and are wellchosen to providee�ective substance andperspectives on theissue underexamination.

13 to 14 points

Sources meet requiredcriteria and are adequatelychosen to providesubstance andperspectives on the issueunder examination.

11 to 12 points

Sources meet required criteriabut are poorly chosen toprovide substance andperspectives on the issueunder examination.

0 to 10 points

Source selection andintegration ofknowledge from thecourse is clearlyde�cient.

Demonstrates college-level pro�ciency inorganization, grammar and style.

15 to 15 points

Project is clearlyorganized, well written,and in proper formatas outlined in theassignment. Strongsentence andparagraph structure,contains no errors ingrammar, spelling, APAstyle, or APA citationsand references.

13 to 14 points

Project is fairly wellorganized and written andis in proper format asoutlined in theassignment. Reasonablygood sentence andparagraph structure, mayinclude a few minor errorsin grammar, spelling, APAstyle, or APA citations andreferences.

11 to 12 points

Project is poorly organizedand written and may notfollow proper format asoutlined in the assignment.Inconsistent to inadequatesentence and paragraphdevelopment, and/or includesnumerous or major errors ingrammar, spelling, APA styleor APA citations andreferences.

0 to 10 points

Project is notorganized or wellwritten and is not inproper format asoutlined in theassignment. Poorquality work;unacceptable interms of grammar,spelling, APA style,and APA citations andreferences.

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KEY TAKEAWAYS BEFORE ATTEMPTING THIS ASSIGNMENT

Achieving success in life is a goal of many, and there are different levels of achievement that can be reached. In this essay, we will explore understanding the different levels of achievement, the impact of societal expectations on achieving different levels of achievement, and strategies for achieving higher levels of achievement. Through examining these topics, we can gain a better understanding of the steps necessary to reach success.
Achievement is a complex concept that can be broken down into various levels of accomplishment. According to DT Conley (2003), there are three distinct levels of achievement: basic, proficient, and advanced. Basic achievement is defined as the ability to complete a task and demonstrate a minimum level of competency. Proficient achievement is when one goes beyond the basics and demonstrates a higher level of competency. Finally, advanced achievement is when one has a deep understanding of the task and can offer insight into deeper layers and implications. Each level of achievement is interdependent on one another and the development of higher levels of achievement is based on the mastery of the preceding level. As such, it is important for students to understand what level of achievement they are striving for in order to create a roadmap for success.
Societal expectations have a significant impact on achieving different levels of achievement. According to KC Powell, in the Journal of Adult Education (2009), the pressure of societal expectations can lead to a “cycle of failure” for those who do not conform to particular standards of achievement (ERIC). In other words, individuals who are unable to meet the expectations of their peers, family, or the wider society are more likely to experience lower levels of success and can even become discouraged from attempting to reach their goals. This cycle of failure is perpetuated by the lack of resources, guidance, and encouragement that those who do not conform to the expectations of society receive. Furthermore, those who are unable to reach the same level of achievement as their peers are more likely to be judged harshly or even unfairly. This can lead to feelings of inadequacy or even hopelessness, making it much more difficult for them to reach higher levels of achievement. The pressure of societal expectations can also inhibit creativity, as individuals may be afraid to think outside of the box or take risks. Overall, it is clear that the impact of societal expectations on achieving different levels of achievement is a complex issue that requires further exploration.
Research conducted by Ablard and Lipschultz (1998) suggests that there are a variety of strategies that can be employed in order to achieve higher levels of achievement. One of the most effective strategies is to focus on the goal and develop a plan to achieve it. This includes setting realistic goals, breaking them down into smaller, achievable tasks, and creating a timeline for completing each task. Additionally, Ablard and Lipschultz (1998) suggest that utilizing a reward system, such as providing positive reinforcement for completing tasks and achieving milestones, can be beneficial in achieving higher levels of achievement. Additionally, developing effective study habits, such as setting aside dedicated study time, organizing notes and materials, and engaging in regular practice and review, can help students stay motivated and on track. Finally, Ablard and Lipschultz (1998) note the importance of seeking help when needed and utilizing the available resources, such as tutors and study groups, to ensure success. By employing these strategies, students can achieve higher levels of academic success.
Achieving success involves careful planning and hard work, but the levels of achievement are widely varied and unique to each individual situation. Everyone has different goals and expectations, and no one level of achievement is the same. Those committed to excellence must remain dedicated to their goals and learn to stay focused on the big picture. With a positive attitude and perseverance, success can be attained at whatever level desired.
Work Cited
DT Conley.”Understanding university success.”https://math.mnrt.net/standards/SandS%20Introduction%20and%20Mathematics.pdf
“The Role of Concept of Self and Societal Expectations in Academic and Career Achievement..”https://eric.ed.gov/?id=EJ891079
“Self-regulated learning in high-achieving students: Relations to advanced reasoning, achievement goals, and gender..”https://psycnet.apa.org/buy/1998-00166-008
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