Distinguished - Thoroughly compares and contrasts the differing variables associated with IQ, MI, and EQ.

Proficient - Compares and contrasts the differing variables associated with IQ, MI, and EQ. Minor details are missing, or the comparison and contrast is slightly unbalanced.

Basic - Minimally compares and contrasts the differing variables associated with IQ, MI, and EQ. Relevant details are missing, and/or the comparison and contrast is unbalanced.

Below Expectations - Attempts to compare and contrast the differing variables associated with IQ, MI, and EQ; however, significant details are missing, and the comparison and contrast is significantly unbalanced.

Non-Performance - The comparison and contrast of the differing variables associated with IQ, MI, and EQ is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses self-reported results of the MI assessment.

Proficient - Discusses self-reported results of the MI assessment. The discussion is slightly underdeveloped.

Basic - Minimally discusses self-reported results of the MI assessment. The discussion is underdeveloped.

Below Expectations - Attempts to discuss self-reported results of the MI assessment; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion of self-reported results of the MI assessment is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses self-reported results of the EQ assessment.

Proficient - Discusses self-reported results of the EQ assessment. The discussion is slightly underdeveloped.

Basic - Minimally discusses self-reported results of the EQ assessment. The discussion is underdeveloped.

Below Expectations - Attempts to discuss self-reported results of the EQ assessment; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion of self-reported results of the EQ assessment is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Comprehensively discusses the broader propositions suggested by EQ and MI about learning preferences and development, including how these may modify the way people assess a person’s strengths and weaknesses.

Proficient - Discusses the broader propositions suggested by EQ and MI about learning preferences and development, including how these may modify the way people assess a person’s strengths and weaknesses. The discussion is slightly underdeveloped.

Basic - Minimally discusses the broader propositions suggested by EQ and MI about learning preferences and development, including how these may modify the way people assess a person’s strengths and weaknesses. The discussion is underdeveloped.

Below Expectations - Attempts to discuss the broader propositions suggested by EQ and MI about learning preferences and development, including how these may modify the way people assess a person’s strengths and weaknesses; however, the discussion is significantly underdeveloped.

Non-Performance - The discussion of the broader propositions suggested by EQ and MI about learning preferences and development, including how these may modify the way people assess a person’s strengths and weaknesses is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient - Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic - Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations - Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance - The assignment is either nonexistent or lacks the components described in the instructions.