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iRubric: Reading VALUE Rubric

iRubric: Reading VALUE Rubric

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Reading VALUE Rubric 
Our intention in creating this rubric is to support and promote the teaching of undergraduates as readers to take on increasingly higher levels of concerns with texts and to read as one of “those who comprehend.” Readers, as they move beyond their undergraduate experiences, should be motivated to approach texts and respond to them with a reflective level of curiosity and the ability to apply aspects of the texts they approach to a variety of aspects in their lives. This rubric provides the framework for evaluating both students' developing relationship to texts and their relative success with the range of texts their coursework introduces them to. It is likely that users of this rubric will detect that the cell boundaries are permeable, and the criteria of the rubric are, to a degree, interrelated. Courtesy of AAC&U: http://aacu.org/value/index.cfm
Rubric Code: T476C3
By AACU_VALUE
Ready to use
Public Rubric
Subject: (General)  
Type: (Other)  
Grade Levels: Undergraduate, Graduate

Powered by iRubric Reading VALUE Rubric
  Capstone

4 pts

Milestone

3 pts

Milestone

2 pts

Benchmark

1 pts

Comprehension

Capstone

Recognizes possible implications of the text for contexts, perspectives, or issues beyond the assigned task within the classroom or beyond the author’s explicit message (e.g., might recognize broader issues at play, or might pose challenges to the author’s message and presentation).
Milestone

Uses the text, general background knowledge, and/or specific knowledge of the author’s context to draw more complex inferences about the author’s message and attitude.
Milestone

Evaluates how textual features (e.g., sentence and paragraph structure or tone) contribute to the author’s message; draws basic inferences about context and purpose of text.
Benchmark

Apprehends vocabulary appropriately to paraphrase or summarize the information the text communicates.
Genres

Capstone

Uses ability to identify texts within and across genres, monitoring and adjusting reading strategies and expectations based on generic nuances of particular texts.
Milestone

Articulates distinctions among genres and their characteristic conventions.
Milestone

Reflects on reading experiences across a variety of genres, reading both with and against the grain experimentally and intentionally.
Benchmark

Applies tacit genre knowledge to a variety of classroom reading assignments in productive, if unreflective, ways.
Relationship to Text

Making meanings with texts in their contexts
Capstone

Evaluates texts for scholarly significance and relevance within and across the various disciplines, evaluating them according to their contributions and consequences.
Milestone

Uses texts in the context of scholarship to develop a foundation of disciplinary knowledge and to raise and explore important questions.
Milestone

Engages texts with the intention and expectation of building topical and world knowledge.
Benchmark

Approaches texts in the context of assignments with the intention and expectation of finding right answers and learning facts and concepts to display for credit.
Analysis

Interacting with texts in parts and as wholes
Capstone

Evaluates strategies for relating ideas, text structure, or other textual features in order to build knowledge or insight within and across texts and disciplines.
Milestone

Identifies relations among ideas, text structure, or other textual features, to evaluate how they support an advanced understanding of the text as a whole.
Milestone

Recognizes relations among parts or aspects of a text, such as effective or ineffective arguments or literary features, in considering how these contribute to a basic understanding of the text as a whole.
Benchmark

Identifies aspects of a text (e.g., content, structure, or relations among ideas) as needed to respond to questions posed in assigned tasks.
Interpretation

Making sense with texts as blueprints for meaning
Capstone

Provides evidence not only that s/he can read by using an appropriate epistemological lens but that s/he can also engage in reading as part of a continuing dialogue within and beyond a discipline or a community of readers.
Milestone

Articulates an understanding of the multiple ways of reading and the range of interpretive strategies particular to one's discipline(s) or in a given community of readers.
Milestone

Demonstrates that s/he can read purposefully, choosing among interpretive strategies depending on the purpose of the reading.
Benchmark

Can identify purpose(s) for reading, relying on an external authority such as an instructor for clarification of the task.
Reader's Voice

Participating in academic discourse about texts
Capstone

Discusses texts with an independent intellectual and ethical disposition so as to further or maintain disciplinary conversations.
Milestone

Elaborates on the texts (through interpretation or questioning) so as to deepen or enhance an ongoing discussion.
Milestone

Discusses texts in structured conversations (such as in a classroom) in ways that contribute to a basic, shared understanding of the text.
Benchmark

Comments about texts in ways that preserve the author's meanings and link them to the assignment.



Keywords:
  • Reading, Analysis, Comprehension, Epistemological lens, Metacognition, Interpretation

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