Distinguished - Thoroughly summarizes the Brandon Mayfield case, focusing on the idea that no two fingerprints are alike, identifies what type of testing would need to be done to assure that assertion, and comprehensively examines whether or not this type of testing is feasible and why or why not.

Proficient - Summarizes the Brandon Mayfield case, focusing on the idea that no two fingerprints are alike, identifies what type of testing would need to be done to assure that assertion, and examines whether or not this type of testing is feasible and why or why not. Minor details are missing.

Basic - Partially summarizes the Brandon Mayfield case, focusing on the idea that no two fingerprints are alike, identifies what type of testing would need to be done to assure that assertion, and minimally examines whether or not this type of testing is feasible and why or why not. Relevant details are missing.

Below Expectations - Attempts to summarize the Brandon Mayfield case, focusing on the idea that no two fingerprints are alike, identify what type of testing would need to be done to assure that assertion, and examine whether or not this type of testing is feasible and why or why not; however, significant details are missing.

Non-Performance - The summary of the Brandon Mayfield case, the identification of what type of testing would need to be done to ensure that the assertion that “no two fingerprints are alike” is true, and the examination of whether or not this type of testing is feasible and why or why not are either nonexistent or lack the components described in the assignment instructions.

Distinguished - Thoroughly analyzes what role cognitive bias might play in influencing the forensic lab results of tests in areas such as fingerprint identification, firearms identification, bite mark identification, or the “smell of death” technique described in the Frontline film.

Proficient - Analyzes what role cognitive bias might play in influencing the forensic lab results of tests in areas such as fingerprint identification, firearms identification, bite mark identification, or the “smell of death” technique described in the Frontline film. The analysis is slightly underdeveloped.

Basic - Partially analyzes what role cognitive bias might play in influencing the forensic lab results of tests in areas such as fingerprint identification, firearms identification, bite mark identification, or the “smell of death” technique described in the Frontline film. The analysis is underdeveloped.

Below Expectations - Attempts to analyze what role cognitive bias might play in influencing the forensic lab results of tests in areas such as fingerprint identification, firearms identification, bite mark identification, or the “smell of death” technique described in the Frontline film; however, the analysis is significantly underdeveloped.

Non-Performance - The analysis of the role cognitive bias might play in influencing the forensic lab results of tests in areas such as fingerprint identification, firearms identification, bit mark identification, or the smell of death” technique described in the Frontline film is either nonexistent or lacks the components described in the assignment instructions.

Distinguished - Proposes at least one comprehensive intervention to overcome the effects of cognitive bias that may influence a forensic examiner’s identification decision.

Proficient - Proposes at least one intervention to overcome the effects of cognitive bias that may influence a forensic examiner’s identification decision. Minor details are missing.

Basic - Proposes at least one limited intervention to overcome the effects of cognitive bias that may influence a forensic examiner’s identification decision. Relevant details are missing.

Below Expectations - Attempts to propose at least one intervention to overcome the effects of cognitive bias that may influence a forensic examiner’s identification decision; however, significant details are missing.

Non-Performance - The proposal of at least one intervention to overcome the effects of cognitive bias that may influence a forensic examiner’s identification decision 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.

Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient - Exhibits APA formatting throughout the paper. However, layout contains a few minor errors. 

Basic - Exhibits limited knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements. 

Below Expectations - Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

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

Distinguished - The length of the paper is equivalent to the required number of correctly formatted pages. 

Proficient - The length of the paper is nearly equivalent to the required number of correctly formatted pages. 

Basic - The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations - The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.   

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

Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient - Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic - Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations - Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

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