Rubric Examples

California State University, Fresno

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California State University, Fresno

General Education Scoring Guide for Integrative Science

Scoring Level

Science and Society

Basic Concepts and Fundamental Principles

Scientific Approach

Nature of Science

4 - Accomplished

Develops and defends an informed position, integrating values, science, and technology.

Integrates and applies basic scientific concepts and principles.

Demonstrates comprehension of the scientific approach; illustrates with examples

Demonstrates scientific reasoning across multiple disciplines.

3 - Competent

Correctly describes perspectives concerning the scientific aspects of a societal issue.

Shows clear comprehension of basic scientific concepts and principles.

Accurately expresses concepts relating to the scientific approach

Interprets and relates scientific results in a way that shows a clear recognition of the nature of science.

2 - Developing

Recognizes the place of science in human affairs, but is unable to communicate its roles.

Able to state basic scientific concepts and principles.

Uses vocabulary related to scientific methods in a rote manner or showing simple conceptualization

Provides simplistic or incomplete explanations of the nature of science.

1 - Beginning

Does not visualize a role or need for science in human affairs.

Lacks understanding of basic scientific concepts and principles.

Shows minimal understanding of scientific methods

Does not distinguish between scientific, political, religious, or ethical statements. (click on IBScoring.doc)

Writing Rubric

Northeastern Illinois University

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



No/Limited Proficiency

Some Proficiency


High Proficiency


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/


(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.

Oral Presentation Holistic Scoring Rubric

Southeast Missouri State University

Retrieved September 3, 2005 from

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