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iRubric: CHAPTER 5 RUBRIC

iRubric: CHAPTER 5 RUBRIC

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CHAPTER 5 RUBRIC 
Scoring Essays
Score essay responses to capstone comprehensive examination. Rules: If appropriate to the task, all essay parts of the question will be scored in all four criteria. Accuracy, reasoning and problem solving will be summed over the number of essay question parts. If a criterion is not applicable (e.g. problem solving,) it will not be scored on that criterion and NA will be entered. Communication will be considered separately. If a student is not proficient in communication on 3 of the 4 questions, the student may not pass the essay with credit. Depending on the task, not all elements in each level of the criteria may be addressed.
Rubric Code: L59A62
By camerowj
Ready to use
Public Rubric
Subject: Humanities  
Type: Assignment  
Grade Levels: (none)

Powered by iRubric CHAPTER 5 RUBRIC
  Exceeds Standard

5 pts

Meets Standard

4 pts

Below Standard

3 pts

Poorly Written

1 pts

Accuracy and Understandi

Exceeds Standard

The student shows exemplary understanding of the presented issue(s) by thoroughly and correctly (1) addressing the relevant content, (2)identifying and addressing the key concepts or main ideas, (3) substantiating points with several accurate examples and (4) extensively using correct terminology.
Meets Standard

The student shows understanding of the presented issue(s) by correctly (1) addressing the most critical content, (2) identifying and addressing some of the key concepts or main ideas, (3) substantiating some points with accurate examples, and (4)
using some correct terminology.
Below Standard

The student shows marginal or poor understanding of the presented issue(s) by (1) barely touching on the relevant content, (2) poorly or incorrectly identifying and addressing a key concept or main idea, (3) not substantiating points with relevant or accurate examples, and (4) incorrectly or not using terminology.
Poorly Written

The student shows no understanding of the presented issue(s) by (1) not addressing or incorrectly addressing the relevant content, (2) not identifying or addressing a key concept or main idea, (3) providing irrelevant or inaccurate unsubstantiated examples and (3) incorrectly using terminology.
Reasoning

Exceeds Standard

The student expertly:
(1) synthesizes material, (2) makes several connections between relevant topics, (3) optimally solves the problem with rationale(s), (4) chooses, creates and uses relevant diagrams or charts, (5) presents an insightful and thorough evaluation of a situation and/or(6) integrates content specific knowledge (e.g. math) with pedagogical principles.
Meets Standard

The student can:
(1) synthesize material, (2) make appropriate connections to other topics, (3) provides a possible solution to the problem, (4) choose and use relevant diagrams or charts, (5) present a correct evaluation of a situation and/or (6) address the relationship between content specific knowledge with pedagogical principles.
Below Standard

Although making an attempt, the student:
(1) poorly synthesizes material, (2) makes inappropriate connections to other topics, (3) presents a weak solution to the problem, (4) does not use relevant diagrams or charts, (5) presents an incorrect evaluation of a situation or (6) does not address the relationship between content specific knowledge (e.g. math) and pedagogical principles.
Poorly Written

The student does not reason with the assigned materials or solve the given problem.
Communication

Exceeds Standard

Ideas are sequenced and logical so that the content is easy to understand. Student is clear, concise and only addresses the assigned task. Material is well organized. Few or no spelling, punctuation or mechanics errors. Writes legibly.
Meets Standard

Student is mostly clear, concise and and only addresses the assigned task so that the content is understandable. Material is fairly well organized. Some spelling, punctuation or mechanics errors. Writing is mostly legible.
Below Standard

Ideas are fragmented, wondering and repetitive, so that it is hard to understand text. Poor or weak ability to express thoughts. Reader must infer intent. Material is poorly organized. Many spelling, punctuation or mechanics errors.
Poorly Written

Unable to write well enough for scorer to understand answer. Disjointed and incomprehensible thoughts and clauses. No organization. A plethora of spelling, punctuation or mechanics errors. Illegible.



Keywords:
  • Education, New Teachers



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