1. Executive Summary
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
16.0 %Executive summary addresses the purpose of the program
or project
The purpose of the program or project is not provided.
The purpose of the program or project is incomplete, missing
relevant information.
The purpose of the program or project is provided and meets the
basic criteria for the assignment as indicated in the assignment
instructions.
The purpose of the program or project meets all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail.
The purpose of the program or project meets all criteria for the
assignment, as indicated in the assignment instructions, is
provided in detail, and demonstrates higher level thinking by
incorporating prior learning or reflective thought.

2. 16.0 %Executive summary addresses the target population or
audience
The target population or audience is not addressed.
The target population or audience is incomplete, missing
relevant information.
The target population or audience is provided and meet the
basic criteria for the assignment as indicated in the assignment
instructions.
The target population or audience meets all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail.
The target population or audience meets all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.
16.0 %Executive summary addresses the benefits of the program
or project
The benefits of the program or project are not provided.
The benefits of the program or project are incomplete, missing
relevant information.
The benefits of the program or project are provided and meet
the basic criteria for the assignment as indicated in the
assignment instructions
The benefit of the program or project meets all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail.
The benefit of the program or project meet all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.
16.0 %Executive summary addresses the cost or budget
justification
The cost or budget justification is not provided.

3. The cost or budget justification is incomplete, missing relevant
information.
The cost or budget justification is provided and meets the basic
criteria for the assignment as indicated in the assignment
instructions.
The cost or budget justification issue meets all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail.
The cost or budget justification issue meets all criteria for the
assignment, as indicated by the assignment instructions, and is
provided in detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.
16.0 %Executive summary addresses the basis upon which the
program or project will be evaluated
The basis upon which the program or project will be evaluated
is not provided.
The basis upon which the program or project will be evaluated
is incomplete, missing relevant information.
The basis upon which the program or project will be evaluated
meets the basic criteria for the assignment as indicated in the
assignment instructions.
The basis upon which the program or project will be evaluated
is provided in detail.
The basis, upon which the program or project will be evaluated
as indicated by the assignment instructions, is provided in
detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or
vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to

4. purpose.
Thesis and/or main claim are clear and forecast the development
of the paper. It is descriptive and reflective of the arguments
and appropriate to the purpose.
Thesis and/or main claim are comprehensive; contained within
the thesis is the essence of the paper. Thesis statement makes
the purpose of the paper clear.
15.0 %Organization and Effectiveness
5.0 %Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and
coherence. No apparent connections between paragraphs are
established. Transitions are inappropriate to purpose and scope.
Organization is disjointed.
Some paragraphs and transitions may lack logical progression of
ideas, unity, coherence, and/or cohesiveness. Some degree of
organization is evident.
Paragraphs are generally competent, but ideas may show some
inconsistency in organization and/or in their relationships to
each other.
A logical progression of ideas between paragraphs is apparent.
Paragraphs exhibit a unity, coherence, and cohesiveness. Topic
sentences and concluding remarks are appropriate to purpose.
There is a sophisticated construction of paragraphs and
transitions. Ideas progress and relate to each other. Paragraph
and transition construction guide the reader. Paragraph structure
is seamless.
15.0 %Organization and Effectiveness
5.0 %Mechanics of Writing (includes spelling, punctuation,
grammar, language use)
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are used.

5. Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language choice (register), sentence
structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly
distracting to the reader. Correct sentence structure and
audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Writer is clearly in command of standard, written, academic
English.
5.0 %Format
2.0 %Paper Format (use of appropriate style for the major and
assignment)
Template is not used appropriately or documentation format is
rarely followed correctly.
Template is used, but some elements are missing or mistaken;
lack of control with formatting is apparent.
Template is used, and formatting is correct, although some
minor errors may be present.
Template is fully used; There are virtually no errors in
formatting style.
All format elements are correct.
3.0 %Research Citations (In-text citations for paraphrasing and
direct quotes, and reference page listing and formatting, as
appropriate to assignment)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper.
Sources are appropriately documented, although some errors
may be present.
Reference page is present and fully inclusive of all cited
sources. Documentation is appropriate and GCU style is usually

6. correct.
In-text citations and a reference page are complete. The
documentation of cited sources is free of error.
100 %Total Weightage
DirectionsUnit 5 Assignment 2: Inferential Statistics and
GeneralizationDirections:As you create your inferential
statistics you may place your output on a separate sheet in this
spreadsheet.1. Test the following research hypothesis using the
Quizzes tab. “There is an increase in performance between the
first quiz and the fifth quiz.” 2. Test the following research
hypothesis using the GPA-IQ tab. “There is a positive
correlation between a person’s measured IQ and their GPA at
graduation.” Based on the regression equation predict the GPA
for a person with a measured IQ of 120.3. Test the following
research hypothesis using the Total Points by Gender tab.
“Females score higher on the examination that males.”4. Test
the following research hypothesis using the Total Points by
Race tab. “There is no difference between the mean scores
based on racial identification.”5. Save your work often while
completing the Assignment.
QuizzesDirections:Test the following research hypothesis using
the data below. “There is an increase in performance between
the first quiz and the fifth quiz.” StudentQuiz 1Quiz 2Quiz
3Quiz 4Quiz 5
17867102481010734654547109895456666789810736266810810
10891010101091067968119810101012867891310101010814761
08715898871681010891710910109181081010719657682010910
1010215747622791010923769882469971025677752678776
GPA-IQDirections:Test the following research hypothesis using
the data below. “There is a positive correlation between a
person’s measured IQ and their GPA at graduation.” Based on

7. the regression equation predict the GPA for a person with a
measured IQ of
120.IQGPA1182.321122.341032.81083.531233.841101.841103.
71103.91032.03992.281001.911082.661243.91202.561022.9212
53.91313.281052.021211.181242.841101.66972.381082.81051.6
11141.771193.981153.491172.091242.381022.341213.171283.3
5971.241222.561253.91243.1313541212.311253.49951.141323.
421011.771132.571142.271212.431232.561132.841322.221112.
11
Total Points by GenderDirections:Test the following research
hypothesis using the data below.. “Females score higher on the
examination that
males.”MalesFemales85100758870807582831008785657592708
2657094100998577901007578828584888882699170888594
Total Points by RaceDirections:Test the following research
hypothesis using the Total Points by Race tab. “There is no
difference between the mean scores based on racial
identification.”CaucasianAfrican-
AmericanHispanicMixed84758060819289721006479691009665
84769294617794607873737062867697809983646066609965907
37471828893637871757777929888649362909662837762669499
777486929073788579877391
Grading RubricED572 Unit 5: Inferential Statistics and
GeneralizationDirections: Your instructor will review your
Excel spreadsheet with the assumption that you have earned the
full 150 points. If there are any deductions from that score, a
comment will be provided to let you know what you did and
what you should do better or to correct any errors. You are
urged to use this rubric as a guide when you are completing
your Unit 5 Assignment.CriteriaExpectationPossible PointsUse
of ExcelThe correct Excel procedure was used to conduct the
test of hypothesis.
25Interpretation of Statistical OutputThe interpretation of the
statistical output includes the correct description of the
following:
• Value of Test Statistic

8. • Degrees of Freedom
• Level of Significance
• P-Value50Test of Hypothesis DecisionThe decision to reject
or fail to reject the Null Hypothesis is explained in terms of the
relationship between the selected level of significance and the
p-value. 50Explanation of DecisionThe decision to reject or fail
to reject the Null Hypothesis is explained in terms of the
research hypothesis.
The conclusion is explained in non-technical language.
25Instructor Comments:Total150Points