Program Assessment



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Retrieved December 30, 2006 from http://www.upei.ca/~mhemphil/projects/MISproject/researchpaper_markingrubric.htm



California State University, Fresno

Scoring Guide for Writing




Scoring Level

Knowledge of Conventions


Clarity and Coherence

Rhetorical Choices




  1. - Accomplished




In addition to meeting the requirements for a “3,” the writing is essentially error-free in terms of mechanics. Models the style and format appropriate to the assignment.

In addition to meeting the requirements for a “3,” writing flows smoothly from one idea to another. The writer has taken pains to assist the reader in following the logic of the ideas expressed.

In addition to meeting the requirements for a “3,” the writer’s decisions about focus, organization, style/tone, and content made reading a pleasurable experience. Writing could be used as a model of how to fulfill the assignment.


3 - Competent

While there may be minor errors, the paper follows normal conventions of spelling and grammar throughout and has been carefully proofread. Appropriate conventions for style and format are used consistently throughout the writing sample. Demonstrates thoroughness and competence in documenting sources; the reader would have little difficulty referring back to cited sources.

Sentences are structured and word are chosen to communicate ideas clearly. Sequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points easy to follow.

The writer has made good decisions about focus, organization, style/tone, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content achieve the purpose well. Writing follows all requirements for the assignment.


2 - Developing


Frequent errors in spelling, grammar (such as subject/verb agreements and tense), sentence structure and/or other writing conventions distract the reader. Writing does not consistently follow appropriate style and/or format. Source documentation is incomplete. It may be unclear which references are direct quotes and which are paraphrased.

Sentence structure and/or word choice sometimes interfere with clarity. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow.



The writer’s decisions about focus, organization, style/tone, and/or content sometimes interfere with clear, effective communication. The purpose of the writing is not fully achieved. All requirements of the assignment may not be fulfilled.



1 - Beginning



Writing contains numerous errors in spelling, grammar, and/or sentence structure which interfere with comprehension. Style and/or format are inappropriate for the assignment. Fails to demonstrate thoroughness and competence in documentation.

Sentence structure, word choice, lack of transitions and/or sequencing of ideas make reading and understanding difficult.


The writer’s decisions about focus, organization, style/tone, and/or content interfere with communication. The purpose of the writing is not achieved. Requirements of the assignment have not been fulfilled.


June 6, 2002

http://www.csufresno.edu/cetl/assessment/ (click on WritingScoring.doc)




First Year Writing Grading Rubric
Student: Professor:

Your draft’s main strength is . . .

Your draft needs improvement in . . .













Characteristics

Grades

A

B

C

D

Claim


claim is compelling, genuinely debatable, focused, specific, and arguable

claim is clear and debatable, but may have shifting focus and/or specificity

claim is vague or pedestrian, raises some debate, but lacks focus and/or specificity

claim is limited, unclear, trite, inconsistent or absent, and lacks focus and specificity

Logic & Organization



develops ideas cogently, organizes them logically within paragraphs, connects them with highly effective transitions; clear and logically consistent organization relating all ideas together

develops unified and coherent ideas within paragraphs with generally adequate transitions; clear overall organization relating most ideas together

develops and organizes ideas in paragraphs that are not necessarily connected with transitions; some overall organization, but some ideas may seem illogical and/or unrelated

does not develop ideas cogently, organize them logically within paragraphs and/or connect them with clear transitions; uneven and/or ineffective overall organization

Audience

clearly addresses claim, structure, and evidence to paper’s intended audience

claim, structure and evidence chosen with some attention to the paper’s audience

claim, structure or evidence not suited to the paper’s audience

little or no attempt to consider audience in its choice of claim, structure or evidence

Evidence


ample, relevant, concrete evidence and persuasive support for every debatable assertion; uses multiple, reliable sources which are assessed critically

relevant, concrete evidence and persuasive support for most debatable assertions; uses multiple or reliable sources which are not always assessed critically

merely adequate evidence and support for most assertions; uses single or multiple sources, which may be unreliable and used uncritically

weak evidence and persuasive support; uses limited source(s), and/or relies predominantly on sweeping generalizations, narration, description, or summary

Citations

researched support correctly quoted, paraphrased, and cited.

researched support adequately quoted, paraphrased, and cited.

researched support incorrectly quoted, paraphrased, or cited.

researched support incorrectly quoted, paraphrased, and cited.

Control of Language



outstanding control of language, including effective word choice and sentence variety; superior facility with the conventions of standard written English

clear and effective control of language, including word choice and sentence variety;

competence with the conventions of standard written English



intermittent control of language, including word choice and sentence variety; occasional major or frequent minor errors in standard written English

poor control of language, includes problems with word choice and sentence structure; frequent errors in standard written English

Retrieved September 25, 2009 from The College of New Jersey , http://www.tcnj.edu/~writing/documents/firstyear.doc



Writing Rubric

Northeastern Illinois University

(adapted from: Barbara Walvoord, Winthrop Univ., Virginia Community College System, Univ. of Washington)


Quality

Criteria

No/Limited Proficiency

Some Proficiency

Proficiency

High Proficiency

(Rating)

1. Thesis/Focus:

(a) Originality



Thesis is missing

Thesis may be obvious or unimaginative

Thesis is somewhat original

Develops fresh insight that challenges the reader’s thinking;




2. Thesis/Focus:

(b) Clarity



Reader cannot determine thesis & purpose OR thesis has no relation to the writing task

Thesis and purpose are somewhat vague OR only loosely related to the writing task

Thesis and purpose are fairly clear and match the writing task

Thesis and purpose are clear to the reader; closely match the writing task




3. Organization

Unclear organization OR organizational plan is inappropriate to thesis. No transitions

Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective




4. Support/

Reasoning

(a) Ideas

(b) Details



Offers simplistic, undeveloped, or cryptic support for the ideas. Inappropriate or off-topic generalizations, faulty assumptions, errors of fact

Offers somewhat obvious support that may be too broad. Details are too general, not interpreted, irrelevant to thesis, or inappropriately repetitive

Offers solid but less original reasoning. Assumptions are not always recognized or made explicit. Contains some appropriate details or examples

Substantial, logical, & concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted




5. Use of sources/ Documentation

Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. (Possibly uses source material without acknowledgement.)

Uses relevant sources but lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long and/or inconsistently referenced

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Doesn’t overuse quotes, but may not always conform to required style manual

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Combines material from a variety of sources, incl. pers. observation, scientific data, authoritative testimony. Doesn’t overuse quotes.




http://www.neiu.edu/~neassess/gened.htm#rubric


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