Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU. This rubric was designed for essays and research papers in history, CMU. The writer provides concluding remarks that show analysis and synthesis of ideas.
Examples of Rubrics Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions. This is appropriate for an undergraduate-level course, CMU. Does not tie together information. Advantages of Using Rubrics Using a rubric provides several advantages to both instructors and students.
Novice Integration of Knowledge The paper demonstrates that the author fully understands and has applied concepts learned in the course. A thesis statement provides direction for the paper, either by statement of a position or hypothesis.
Grading rubrics are also valuable to students. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.
Sometimes ties together information from all sources. Cohesiveness Ties together information from all sources. The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course.
Paper does not flow - disjointedness is apparent. Citation style is either inconsistent or incorrect. Research and Design, Communication, and Team Work. Discussion Class This rubric assesses the quality of student contributions to class discussions.
The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course.
A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. Some of the conclusions, however, are not supported in the body of the paper. Rubrics can be used for a wide array of assignments: The paper is about a specific topic but the writer has not established a position.
Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class.
Paper flows with only some disjointedness. Cites most data obtained from other sources. Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.
The topic is too broad for the scope of this assignment. Cursory discussion in all the sections of the paper or brief discussion in only a few sections.
The writer has omitted pertinent content or content runs-on excessively. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria.
Special-interest sources and popular literature are acknowledged as such if they are cited. Finally, grading rubrics are invaluable in large courses that have multiple graders other instructors, teaching assistants, etc.
Sources include both general background sources and specialized sources.A Newsletter on Assessment The Office of Academic Assessment, with the support of Undergraduate Programs/Core and the contributions of USM faculty, are pleased to distribute a newsletter each semester including recent articles, updates, and information on assessment at the national level and the local assessment initiatives at USM.
Rubrics offer explicit criteria to help students meet learning objectives.
Rubrics also make meaningful feedback and evaluation more efficient. The sample rubrics below address discussion, eportfolios, group projects, blogs, wikis, and more! Research Paper Rubric (A) (B) (C) (D) (F) Thesis clearly stated and appropriately focused clearly stated but focus could have been sharper thesis phrasing too simple.
iRubric A4BW MLA documentation style. Free rubric builder and assessment tools.
Wrote notes including succinct key facts which directly answered all of the research questions and were written in the student's own words. Wrote notes which included facts that answered most of the research questions. Research Paper Grading Rubric Name: Course: Date: (The Psychology Department at San José State University is acknowledged for the basic structure of this form.) CATEGORY Unacceptable (Below Standards) Acceptable (Meets Standards) Good (Occasionally Exceeds) Excellent (Exceeds Standards) SCORE.Download