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This document outlines a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criterion, descriptors define the characteristics of work that would meet the standard at each level.
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Historical role play rubric
The rubric assesses student presentations on historical role plays based on 5 criteria: historical accuracy, inclusion of required elements, use of props/pictures/graphics, knowledge gained about the character, and preparation/planning. Students can earn scores from 1 to 4 on each criterion, with 4 being "Excellent" and demonstrating thorough understanding and inclusion of relevant historical details and impacts.
Rubrics in essay
The rubric outlines 4 levels for assessing essays across 5 criteria: focus, content, organization, style, and conventions. A score of 4 represents a sharp, distinct focus on a single topic with substantial content and sophisticated organization, precise style appropriate for the audience, and evident control of grammar. A score of 1 reflects minimal or no evidence of focus, superficial content, minimal organization, limited style that inhibits voice, and minimal control of grammar.
Essay Assessment Rubric
The rubric assesses student essays on content/development, organization, research, style, mechanics, and timeliness. For each category, the rubric provides descriptors and point values for performance levels of excellent, good, needs improvement, and unacceptable. An excellent essay would have a clear central idea supported by original details, logical organization, cited research to enhance ideas, smooth writing style, and no errors in mechanics. An unacceptable essay would lack a central idea or supporting details, have poor organization, do no research, have confusing writing, and serious persistent errors.
Test formats
Test items can be designed in various formats, with different formats having more validity and reliability than a single format like multiple choice. Common test formats include questions about reading or listening passages, true/false statements requiring evidence, multiple choice, fill-in-the-blank, matching, dictation, sentence rewriting, translation, and essay writing. Well-designed tests use a variety of formats to comprehensively assess different skills.
A sample of assessment criteria
The document outlines assessment criteria for a paper 2 written production exam at both the higher and subsidiary levels. It describes 3 criteria: A) Task/Message, B) Presentation, and C) Language. Each criterion is broken down into descriptive bands ranging from 0-10 that examiners can use to assess a candidate's performance on that criterion for the exam. The bands describe the level of execution, structure, ideas, argumentation, and language usage that correspond to scores within the 0-10 range.
Persuasive Essay Rubric
This document outlines criteria for evaluating arguments on a scale of A to D. Criteria A represents the highest level and includes clearly stating a claim, proposing a solution, providing clear evidence from multiple sources, and discussing opposing viewpoints. Criteria B represents a lower but still good level, where the claim and evidence may be less clear or complete. Criteria C is lower yet, where the claim is unclear, evidence is weak, and opposing views are not addressed specifically. Criteria D is the lowest level, where the argument, evidence, and opposing views are not adequately presented or discussed.
A sample of analytic scoring rubrics
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
Rubrics
This document provides descriptions of different skill levels - low achievers, medium achievers, and high achievers - across several social and cognitive dimensions. In the social dimension, it describes elements like participation, interaction, task completion, and perspective taking. It also covers regulation skills like negotiation, self-evaluation, and responsibility. In the cognitive dimension, it addresses elements involving problem-solving, goal-setting, flexibility, and learning. For each element and skill level, it provides a short description to characterize performance for low, medium, and high achievers.
Recommended
Historical role play rubric
The rubric assesses student presentations on historical role plays based on 5 criteria: historical accuracy, inclusion of required elements, use of props/pictures/graphics, knowledge gained about the character, and preparation/planning. Students can earn scores from 1 to 4 on each criterion, with 4 being "Excellent" and demonstrating thorough understanding and inclusion of relevant historical details and impacts.
Rubrics in essay
The rubric outlines 4 levels for assessing essays across 5 criteria: focus, content, organization, style, and conventions. A score of 4 represents a sharp, distinct focus on a single topic with substantial content and sophisticated organization, precise style appropriate for the audience, and evident control of grammar. A score of 1 reflects minimal or no evidence of focus, superficial content, minimal organization, limited style that inhibits voice, and minimal control of grammar.
Essay Assessment Rubric
The rubric assesses student essays on content/development, organization, research, style, mechanics, and timeliness. For each category, the rubric provides descriptors and point values for performance levels of excellent, good, needs improvement, and unacceptable. An excellent essay would have a clear central idea supported by original details, logical organization, cited research to enhance ideas, smooth writing style, and no errors in mechanics. An unacceptable essay would lack a central idea or supporting details, have poor organization, do no research, have confusing writing, and serious persistent errors.
Test formats
Test items can be designed in various formats, with different formats having more validity and reliability than a single format like multiple choice. Common test formats include questions about reading or listening passages, true/false statements requiring evidence, multiple choice, fill-in-the-blank, matching, dictation, sentence rewriting, translation, and essay writing. Well-designed tests use a variety of formats to comprehensively assess different skills.
A sample of assessment criteria
The document outlines assessment criteria for a paper 2 written production exam at both the higher and subsidiary levels. It describes 3 criteria: A) Task/Message, B) Presentation, and C) Language. Each criterion is broken down into descriptive bands ranging from 0-10 that examiners can use to assess a candidate's performance on that criterion for the exam. The bands describe the level of execution, structure, ideas, argumentation, and language usage that correspond to scores within the 0-10 range.
Persuasive Essay Rubric
This document outlines criteria for evaluating arguments on a scale of A to D. Criteria A represents the highest level and includes clearly stating a claim, proposing a solution, providing clear evidence from multiple sources, and discussing opposing viewpoints. Criteria B represents a lower but still good level, where the claim and evidence may be less clear or complete. Criteria C is lower yet, where the claim is unclear, evidence is weak, and opposing views are not addressed specifically. Criteria D is the lowest level, where the argument, evidence, and opposing views are not adequately presented or discussed.
A sample of analytic scoring rubrics
Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.
Rubrics
This document provides descriptions of different skill levels - low achievers, medium achievers, and high achievers - across several social and cognitive dimensions. In the social dimension, it describes elements like participation, interaction, task completion, and perspective taking. It also covers regulation skills like negotiation, self-evaluation, and responsibility. In the cognitive dimension, it addresses elements involving problem-solving, goal-setting, flexibility, and learning. For each element and skill level, it provides a short description to characterize performance for low, medium, and high achievers.
Writing Instructional Objectives in the Affective Domain
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Reflective Writing Rubric
The rubric assesses reflective writing skills across 5 levels for 4 criteria: depth of reflection, use of textual evidence, language use, and conventions. For each criteria, level 5 demonstrates thorough understanding and mastery, level 4 demonstrates thoughtful understanding, level 3 demonstrates basic understanding, level 2 demonstrates limited understanding requiring revision, and level 1 demonstrates little understanding requiring revision.
Portfolio Assessment Basics
Portfolios provide a complete picture of student performance and learning over time. They include purposeful collections of student work, reflections, and feedback aligned to learning objectives. Rubrics help assess portfolio work objectively on a scale from novice to distinguished. Adding portfolios to current assessments will engage students in self-evaluation and document learning in all areas, while facilitating communication between teachers, students, and parents at conferences.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
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Grasps examples
The document provides examples of performance task scenarios that could be used to assess student understanding. The scenarios include details about the goal, role, audience, situation, product or performance required, and standards for success. One scenario involves creating a brochure about nutrition for younger students. Another tasks students with developing a 3-day menu for an outdoor camp and justifying how it meets nutritional guidelines. A third scenario has students designing a shipping container as an engineer to maximize shipping volume while ensuring safety.
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Guidelines for Constructing Effective Test Items
The document provides guidelines for constructing different types of assessment items including multiple choice, true/false, matching, short answer, and essay items. For multiple choice items, it recommends making all answer options plausible, reducing wordiness, and avoiding obvious correct answers. For true/false items, it advises ensuring statements are entirely true or false and conveying only one idea per statement. Matching items should have no more than 6-7 items and include extra distractors. Short answer items require a scoring key and avoid open-ended questions. Essay items need grading criteria and conditions explained to students.
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The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
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Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Rubric for assessing an interview
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Semi-Detailed Lesson Plan on Idiomatic Expressions
1) The lesson plan aims to teach students about idiomatic expressions, theme diagramming, and reading comprehension through analyzing the short story "The Blanket."
2) Students will define idiomatic expressions, match idioms to their meanings, read and diagram the theme of the story, and answer comprehension questions about key details and themes.
3) For evaluation, students will fill in a cloze test with suitable idioms and write a letter expressing love using idiomatic expressions.
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The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
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A detailed lesson plan in english
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
criteria.pdf
This document provides a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criteria, descriptors define the characteristics of work that would meet the standard at each level.
Rubric.docx
This rubric outlines five levels of assessment (Inadequate, Adequate, Above Average, Exemplary, Far Exceeds Standard) to evaluate elements of writing such as organization, content, development, grammar & mechanics, style, and format. The levels progress from lacking logical organization, underdeveloped content and ideas, frequent errors, and elementary style to highly organized writing with original ideas, few errors, outstanding style, and attention to all formatting details.
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Writing Instructional Objectives in the Affective Domain
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
Reflective Writing Rubric
The rubric assesses reflective writing skills across 5 levels for 4 criteria: depth of reflection, use of textual evidence, language use, and conventions. For each criteria, level 5 demonstrates thorough understanding and mastery, level 4 demonstrates thoughtful understanding, level 3 demonstrates basic understanding, level 2 demonstrates limited understanding requiring revision, and level 1 demonstrates little understanding requiring revision.
Portfolio Assessment Basics
Portfolios provide a complete picture of student performance and learning over time. They include purposeful collections of student work, reflections, and feedback aligned to learning objectives. Rubrics help assess portfolio work objectively on a scale from novice to distinguished. Adding portfolios to current assessments will engage students in self-evaluation and document learning in all areas, while facilitating communication between teachers, students, and parents at conferences.
Rubrics presentation
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
FS 5 - Episode 4
This document outlines the learning activities and objectives for a field study assessing learning in different levels. The student will observe classes in various subject areas and levels, analyze learning outcomes and assessments, and reflect on how well assessments are aligned with objectives. The goal is to classify objectives and determine if assessments match the cognitive level of the stated outcomes based on Bloom's, Kendall's, and Marzano's taxonomies.
Project proposal rubrics
This document outlines a rubric for evaluating project proposals with criteria including a clear project description, feasible design, likelihood of success, clear goals and products, appropriate student role and involvement, a reasonable budget and justification, and a suitable timeline. Criteria are scored on a scale from exceptional to poor.
Grasps examples
The document provides examples of performance task scenarios that could be used to assess student understanding. The scenarios include details about the goal, role, audience, situation, product or performance required, and standards for success. One scenario involves creating a brochure about nutrition for younger students. Another tasks students with developing a 3-day menu for an outdoor camp and justifying how it meets nutritional guidelines. A third scenario has students designing a shipping container as an engineer to maximize shipping volume while ensuring safety.
Type of Test
Different types of Test
Why do We give tests?
Kinds of tests
Other categories of tests
Two Types of Test (Questions)
Subjective Test Samples
Essay
Types of Essay Items
Matching type
Completion Type
Table of Specification in English 10
This document outlines a table of specifications for an English 10 exam. It will include 60 total items testing various learning competencies. Easy items will make up 60% of the exam, moderate items will be 30%, and difficult items will be 10%. Competencies to be tested include drawing conclusions from texts, identifying character traits, tracing plots, noting details, determining word meanings, using conjunctions, distinguishing conjunction types, determining word meanings, using modals, writing news stories, identifying sensory images, and explaining attitudes. The exam will take place over 22 days.
DETAILED LESSON PLAN IN ENGLISH GRADE 10
This lesson plan was used during my FINAL DEMONSTRATION last September 30, 2015 (Archimedes section Grade 10 / 8:30am to 9:30am) in Jagnaya National High School. I would like to say thank to all my cooperating teachers (ma'am Clie, sir Edil and ma'am Sha), English coordinator ma'am Gretch, and to my cooperating school principal sir Enrique Barinos. Also, to sir Ge and Ma'am Gen, thank you so much.
Lesson plan-figuresofspeech
This document provides a detailed lesson plan for a 9th grade English class on Anglo-American literature. The plan covers figures of speech through classroom activities including identifying figures of speech in sample sentences, grouping common meanings for literal and figurative words, presenting on 15 figures of speech, and applying them through group activities like composing poems, songs, and role plays. Students will also complete individual assignments to identify figures of speech and research drama.
Guidelines for Constructing Effective Test Items
The document provides guidelines for constructing different types of assessment items including multiple choice, true/false, matching, short answer, and essay items. For multiple choice items, it recommends making all answer options plausible, reducing wordiness, and avoiding obvious correct answers. For true/false items, it advises ensuring statements are entirely true or false and conveying only one idea per statement. Matching items should have no more than 6-7 items and include extra distractors. Short answer items require a scoring key and avoid open-ended questions. Essay items need grading criteria and conditions explained to students.
DETERMINING THE WORTH OF IDEAS MENTIONED IN THE TEXT.pptx
The document contains a prayer asking God for guidance, protection, and wisdom as the speaker listens and learns. It then outlines the objectives and topics of an English lesson, including determining important ideas from a listened text, the differences between hearing and listening, and an activity identifying discourse markers. The lesson concludes with an assignment to create an idea bulb based on what was learned.
Portfolio Assessment
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Rubric for assessing an interview
This document provides a rubric for assessing student interviews. It outlines four criteria for evaluation: greetings, introduction, questions, and interviewer attitude. Each criterion is rated on a scale of 1 to 4, with 4 being "proficient" and 1 being "revise carefully." For greetings, it evaluates how the interviewer addresses the interviewee. For introduction, it assesses how the topic and interviewee are presented. For questions, it considers how well the questions match the interview topic. And for attitude, it examines eye contact, speaking ability, and filler word use. The rubric provides guidelines for scoring student interviews across these four key areas.
Semi-Detailed Lesson Plan on Idiomatic Expressions
1) The lesson plan aims to teach students about idiomatic expressions, theme diagramming, and reading comprehension through analyzing the short story "The Blanket."
2) Students will define idiomatic expressions, match idioms to their meanings, read and diagram the theme of the story, and answer comprehension questions about key details and themes.
3) For evaluation, students will fill in a cloze test with suitable idioms and write a letter expressing love using idiomatic expressions.
k-12 Curriculum Guide English Grade 10
This document provides the K-12 English curriculum guide for the Philippines Department of Education. It outlines the philosophy, principles, context and outcomes of the English language curriculum. The curriculum is designed to develop students' communicative competence and functional literacy through a focus on meaning, accuracy and the conventions of English. It acknowledges that today's students are digital natives who are highly influenced by technology and need skills to analyze complex information. The ultimate goal is for students to effectively apply English language skills in interacting with others, understanding other subjects, and preparing for their future careers.
Detailed Lesson Plan in English pdf
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
Grading and reporting
The document discusses various grading and reporting systems used in education. It describes the objectives of grading systems as providing results to students, parents, and administrators in a brief and understandable way. Various types of systems are examined, including traditional letter grades, pass-fail, checklists of objectives, letters to parents, portfolios, and parent-teacher conferences. Guidelines are provided for developing effective grading systems and conducting productive parent-teacher meetings.
A detailed lesson plan in english
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
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Semi-Detailed Lesson Plan on Idiomatic Expressions
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Similar to rubrics for writing
criteria.pdf
This document provides a grading rubric for written assignments with criteria assessed at four levels: Inadequate, Adequate, Above Average, and Exemplary. The criteria include organization, level of content, development of main points, grammar and mechanics, style, and format. For each criteria, descriptors define the characteristics of work that would meet the standard at each level.
Rubric.docx
This rubric outlines five levels of assessment (Inadequate, Adequate, Above Average, Exemplary, Far Exceeds Standard) to evaluate elements of writing such as organization, content, development, grammar & mechanics, style, and format. The levels progress from lacking logical organization, underdeveloped content and ideas, frequent errors, and elementary style to highly organized writing with original ideas, few errors, outstanding style, and attention to all formatting details.
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Poin.docx
Collaborate Summary RubricCollaborate Summary RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExemplaryContent of SummaryDid not provide summarySummary provided less than acceptable evidence that session recording was watched in its entirety. Summary provided satisfactory evidence that session recording was watched in its entirety. Summary proved the student watched and paid attention to the entire session recording. PresentationDid not provide summarySummary not presented in essay form (e.g. bullet lists)Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word.Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word.Clarity & MechanicsDid not provide summary
Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors.Summary presented in an organized manner with minor clarity and grammatical or spelling errors.Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. Total # of Possible Points: 9
Discussion Board RubricDiscussion Board RubricCriteria0 Points - Unacceptable1 Point - Needs Improvement2 Points - Satisfactory3 Points - ExcellentInitial Posting Timing & Relevance Zero posts or does not meet instructor timeline and requirements.Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts.
Met partial elements of instructor timeline and requirementsThoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts.
Mostly met instructor timeline and requirements.Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements.Reply Postings Timeline & RelevanceZero replies, or replies not relevant to discussion topicsReplies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements.Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements.Demonstrated analysis of others' posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements.Clarity & Mechanics & ReferenceZero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations.Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requ ...
Peer evaluation.
This document contains a peer evaluation of four groups (Groups A, B, C, and D) based on several criteria: level of content, development, grammar and mechanics, and style. For each group, the evaluator provides comments on how well they met each criteria and showed their understanding of concepts discussed in class. Group C was praised for their strong ideas and use of connectors to coherently join ideas. Minor errors were noted for Groups B and D.
CategoryExceeds Standard AMeets Standard BBelow Standard .docx
Category
Exceeds Standard: A
Meets Standard: B
Below Standard: C
Does not meet Standard: F
Reflect personal learning in concert experience
Shows great depth of knowledge and learning, reveals feelings and thoughts, abstract ideas reflected through use of specific details.
Relates learning with research and project, personal and general reflections included, uses concrete language.
Does not go deeply into the reflection of learning, generalizations and limited insight, uses some detail.
Little or no explanation or reflection on learning, no or few details to support reflection.
Evidence
All claims and statements are backed up with concrete evidence
Most claims and statements are backed up with concrete evidence
Claims are vaguely backed up with evidence
Little or no evidence presented
Voice
Writing appropriate and engaging for audience
Writing appropriate for audience
Writing unclear for audience
Writing unsuitable for audience
Organization- Structural Development of the Idea
Writer demonstrates logical and subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization. Includes engaging introduction and conclusion
Paragraph development present but not perfected. Introduction and Conclusion present
Hazy organization; organization of ideas not fully developed. Introduction and conclusion vague, dull.
No evidence of structure or organization, conclusion or introduction.
Mechanics
No errors in punctuation, capitalization and spelling. No contractions
Almost no errors in punctuation, capitalization and spelling. Some contractions.
Many errors in punctuation, capitalization and spelling. Many contractions.
Numerous and distracting errors in punctuation, capitalization and spelling. Numerous Contractions.
Usage
No errors in sentence structure, flow and word usage
Few errors in sentence structure, flow and word usage
Many errors in sentence structure, flow and word usage
Numerous and distracting errors in sentence structure and word usage.
Appearance
Creative and attractive title; clear font and formatting; header with name, date; bibliography/citation list (if needed)
Title; clear font and formatting; header with name, date; bibliography/citation list (if needed)
One to two elements missing
Multiple elements missing
Ability to incorporate feedback (if constructive feedback is received)
Constructive feedback successfully incorporated into revised paper
Constructive feedback mostly successfully incorporated into revised paper
Constructive feedback largely ignored
Constructive feedback completely ignored
Academic Honesty
No plagiarism or collusion with other students appears. Citations are properly formatted in MLA or APA style.
Plagiarism of any kind: AUTOMATIC FAILURE OF ASSIGNMENT
...
Assessment rubric for grading your essays
This rubric evaluates essays on 7 criteria on a scale of 0 to 6 points: thesis statement, type of essay, supporting details, organization/transitions, style, mechanics, and addressing the prompt. A thesis that outlines the essay's flow can earn 6 points, while an inappropriate or missing thesis earns 0 points. Using the assigned essay type and developing it accordingly earns high points. Strong supporting details and logical organization also score highly. Appropriate tone, varied sentences, and good word choice receive more points for style. Few errors receive more points for mechanics. Fully addressing the prompt is scored highest. The rubric is used to provide point values in each category and a total score out of 42 points.
Basic data structures such as arrays are not sufficient for some app
Basic data structures such as arrays are not sufficient for some applications. In some cases, more advanced data structures are more suitable. In this assignment you will examine Stacks and Queues using linked lists. Complete the following:
Create a flowchart to represent the Push and Pop operations for a Stack based on a linked list data structure.
Create a flowchart to represent the Enqueue and Dequeue operations for a Queue based on a linked list data structure.
Write the required Java code to implement either a Stack or a Queue data structure based on a linked list. The code should include the class constructors, the necessary properties, and methods to add and remove elements from the data structure. Do not use the built-in Java Stack class or the built-in Java Queue interface or the built-in Java linked list (you should create your own code for these classes).
Please submit your assignment in a single MS Word document:
Note: Diagrams created in separate programs should be copied and pasted into your document for submission.
Please submit your assignment.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ...
You are now ready to start representing your system integration proj.docx
You are now ready to start representing your system integration project by utilizing a system integration framework, which you researched as part of your Discussion Board assignment. You will also decide which components you might want to acquire and which components you want develop internally.
Assignment Guidelines
For this week’s assignment, you will be providing detail on the overall system integration architecture and the implementation framework.
New Content (Week 4)
Proposed System Integration Components Architecture
Thoroughly describe the architecture of the proposed integrated system, including all interfaces and components for the system integration and deployment.
Represent this architecture diagrammatically.
Discuss which components and interfaces could be acquired and those that need to be developed from scratch.
Implementation Framework
Select and describe in detail the framework that you used to define and implement the system integration project.
Define the project in terms of the selected framework.
Discuss advantages for using the selected framework.
Discuss integration challenges that were highlighted by defining the framework.
Make sure that the document is in APA format.
Submit the document for grading.
Please submit your assignment.
This assignment will also be assessed using additional criteria provided
here
.
For assistance with your assignment, please use your text, Web resources, and all course materials.
Grading Rubric
Project Criteria
Exceeds: 90%–100%
Very Good: 80%–89%
Meets: 70%–79%
Needs Improvement: Below 70%
Content
(75%)
Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment.
Effective Communication
(10%)
Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to ass ...
Masters Level Grading Rubric For Assessment of Report1-4 Scal
This rubric outlines the criteria and scoring for assessing a masters level report on a 1-4 scale. It evaluates the problem statement, discussion of findings, recommendations, professionalism, references, organization, style/mechanics, grammar/punctuation/spelling, and readability. Key areas include a well-crafted problem statement, complete discussion of pros and cons, fully supported recommendations, working independently and meeting deadlines, comprehensive references, clear organization, strict adherence to APA style, and professional quality writing.
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report
1-4 Scale
Weight
Student Score
1
2
3
4
Percentage Score
0 to 59
59-68
69-71
72-75
76-79
80-84
85-89
90-100
Grades
F
C
B-
B
B+
A-
A
A+
Mastery Level
Beginning
Developing
Competent
Mastery
Standard Level
Below Standard
Approaching Standard
At Standard
Exceeds Standard
Subject Matter
50
Problem, Background
Problem statement is poorly crafted or missing or is misstated
Problem statement is not well-crafted but is acceptable
Problem statement is reasonably well-crafted and is specific to the issue
Problem statement is well-crafted, specific and represents a novel outlook on the issue
Discussion of Findings
Discussion is incorrect
correct, missing many of the pros with little or no discussion of negatives
Discussion is inadequately
correct, missing some of the pros and most or all of the cons
Discussion is correct, taking into account most of the pros and cons and represents a solid level of research
Discussion is complete and correct, taking into account pros and cons and represents a full level of research with novel conclusions
Managerial Recommendation
Recommendations are not supported
and demonstrat little or no understanding of problem or the consequences of implementation
Recommendations are inadequately supported
and do not represent reasonable understanding of problem or the consequences of implementation, with alternate solution available
Recommendations are adequately supported and represents reasonable understanding of problem, some of the consequences of implementation and may have and alternate solution available
Recommendations are fully supported and represents superior understanding of problem, consequences of implementation and has alternate solutions available
Professionalism
Student unable or nearly unable to work independently
and did not successfully meet project deadlines needing constant feedback/help, unresponsive to written/verbal feedback
Student had problems working independently
and had problems successfully meeting project deadlines needing significant feedback/help, not fully responsive to written/verbal feedback
Student worked mostly independently and met most project deadlines needing some feedback/help, mostly responsive to written/verbal feedback
Student worked independently and met all project deadlines striking an exceptional balance between working independently but asking for necessary feedback/help while exceptionally responsive to written/verbal feedback
References
References are not appropriate to the subject matter or are missing
References are not fully
appropriate to the subject matter
References are timely and appropriate to the subject matter
References represent a complete literature survey are timely and appropriate to the subject matter
Tables/Charts
Tables, charts and other media
poorly support the presentation of the material of the report or are not present when they would be of value
Tables, charts and o ...
1Unsatisfactory0.002Less Than Satisfactory65.003Sa.docx
This document outlines a rubric for grading a research paper on the effectiveness of online courses for high school students in the USA. It provides scoring criteria for various sections of the paper such as the title page, problem statement, introduction, body, conclusion, grammar/mechanics, citations, and bibliography. The highest scores are for exemplary quality, logical organization, inclusion of key elements, proper formatting, and being free from errors. Lower scores are for papers that are missing elements, disorganized, contain errors, or lack proper citations and references. The purpose is to build research skills and incorporate evidence-based solutions to educational issues.
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1Name:Management Program Rubric for Annotated BibliographyExemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%CompletionStudent included the required amount and type of sources.Student includes most of the required amount and type ofsources.Student included at least half of the required amount and type of sources.Student does includes less than half of the assignment requirement.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore10%8%5%<4%Summary and SignificanceEach source has a summary of the article and a paragraph describing the applicability of the article to the student's paper.Most sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper.Half of the sources have a summary of the article and a paragraph describing the applicability of the article to the student's paper. OR The student may have included only a summary or only a paragraph of applicability to the paper for each source.Less than half the required information is included. The information presented may be lacking in depth to sufficiently summarize or present article applicability.Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Argument and Synthesis of Knowledge The argument builds logically upon the thesis with research-based, discipline-appropriate supporting facts, evidence, and/or data.
Student clearly describes major methodologies and practices of the field and implements them in creative and innovative ways.
The writing demonstrates the ability to interpret, analyze, and synthesize information to advance the argument.
Minor gaps in logic and argument may appear. Supporting facts, evidence, and/or data are evident.
Student describes major methodologies and practices of the field accurately, uses them appropriately in the project.
The writing demonstrates the ability to interpret and analyze information to support the argument.
Logical arguments may be one-sided, or incomplete, or may be based on inadequate sources.
Student describes major methodologies and/or practices of the field, but may have some omissions or problems in implementation (such as using an adequate methodology, rather than an exemplary one).
The writing demonstrates the ability to summarize information that supports the argument.
Fuzzy logic may be evident and adequate supporting evidence is lacking.
Student's work does not accurately or thoroughly describe the major methodologies and practices of the field, may implement them inappropriately.
The writing demonstrates the ability to refer to external information with limited ability to support the argument.
Exemplary LevelAccomplished LevelDeveloping LevelBeginning LevelScore20%15%10%<9%Sources and SupportStudent communicates, organizes and synthesizes complex and contradictory information from multiple sources to advance knowledge in the discipline at a professional level.
Student .
In each of your chapter reviews, you should, first, clearly
In each of your chapter reviews, you should, first, clearly
explain the authors’ principal arguments and offer any critique of their views you deem necessary. In the final few sentences of each paper, you should note the expository writing technique, if any, that the authors employed as they advanced their positions. To document your claim, provide the specific example the authors used.
Content Indicators
Failing (F Grade)
Demonstrates limited competence regarding the writing assignment; is seriously flawed.
Below Average (D Grade)
Demonstrates some degree of competence in response to the assignment but is clearly flawed.
Average (C Grade)
Demonstrates minimum acceptable competence in response to the assignment.
Above Average (B Grade)
Demonstrates clear competence in response to the assignment but may have minor errors.
Excellent (A Grade)
In general, demonstrates a high degree of competence in response to the assignment.
Thesis
An identifiable statement of the writing’s goal and perspective.
Essay is off-assignment or presents a very unclear or unidentifiable thesis.
The thesis may be unclear; often the thesis cannot be discerned without significant work on the part of the reader.
The essay presents an appropriate thesis, but that thesis may be too broad or the audience might, for some reason, have trouble immediately identifying the thesis.
The writing presents a clearly identifiable thesis that is appropriate to the writing task in scope, focus, and direction.
The paper has a clear and compelling thesis statement that may be a novel or original approach to the problem.
Audience & Purpose
The writing’s effectiveness in appealing to its stated or implied audience; the writing’s sense of its rhetorical purpose.
The essay demonstrates no discernible sense of purpose, unclear or problematic sense of the audience of the piece.
The essay has a poor sense of its audience and its values, and a limited sense of purpose. The topic may be banal or the approach to it superficial.
The writing illustrates an appropriate if unsophisticated sense of its audience and purpose; the writer’s topic and approach to it are appropriate for college-level writing.
The essay accommodates itself well to its intended audience and has a clear sense of purpose. There might be awareness or consideration of other points of view.
There is a clear and sustained sense of audience and purpose; the language and approach are effective in accommodating that audience, and the author displays an awareness and understanding of other points of view.
Organization
The clarity, cohesion, and placement of elements of the paper.
The essay is not organized logically, or has problems with essay- or paragraph-level coherence
The essay suffers from a counter-intuitive or confusing organizational scheme; paragraphs are misplaced or would be far more effective in other places.
The paper is adequately organized and developed; the transitions ...
CriterionHighProficientAcceptablePoorCommentsWriting.docx
Criterion
High
Proficient
Acceptable
Poor
Comments
Writing
Writing demonstrates clarity, conciseness and correctness; includes thorough details and relevant data and information & very well organized.
Writing is accomplished in terms of clarity and contains only a few errors; includes sufficient details and relevant data and information; well-organized.
Writing lacks clarity or conciseness and contains numerous errors; gives insufficient data and information; lacks organization.
Writing is unfocused, rambling, or contains serious errors; lacks detail and relevant data and information; poorly organized.
Understanding
Demonstrates a sophisticated understanding of the topic(s) and issues.
Demonstrates an accomplished understanding of the topic(s) and issues.
Demonstrates an acceptable understanding of the topic(s)
Demonstrates an inadequate understanding of the topic(s) and issues.
Analysis
Makes appropriate and powerful connections between case and concepts.
Makes appropriate connections between case and concepts.
Makes appropriate but somewhat vague connections between the case and class concepts.
Makes little or no connection between the case and the concepts studied in the readings.
Completeness
Complete in all respects; reflects all requirements.
Complete in most respects; reflects most requirements.
Incomplete in many respects reflects few requirements.
Incomplete in most respects; does not reflect requirements.
Comments:
(Adopted rubric from TESC and others)
.
Evaluate your improvements made and weaknesses that still persist .docx
Evaluate your improvements made and weaknesses that still persist in your writing style. Discuss the following elements of writing style:
Type your response in a word file. Include your full name (Jada Nelson), your professor’s name (Professor Hope), the course number (ENG1105) and the word count in the upper left-hand corner, Double-space your draft.
a. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
(The information to use)
Paragraphs for the most parts have been good but I've struggled with transitioning to a new paragraph. Otherwise, I don't really mix ideas when I have a certain topic in mind for a paragraph.
b. Sentences: using sentence-combining skills and different types of sentences for effect.
(The information to use)
This has been somewhat rocky for me just because of the word requirements. I've been trying my best at it but I have let a few sentences slide just so I've been able to reach the word requirements.
c. Word choice: carefully choosing the best words, using appropriate diction.
(The information to use)
I feel like my wording has been good most of the course except for the second essay (proposal essay). I'm not really sure why I struggled so much with the essay. For the most part my word choice has been decent.
Write in complete sentences, and provide specific examples to illustrate your discussion. The essay must be between 500-750 words.
Write 5 paragraphs please.
Paragraph 1:
Introduction
Paragraph 2:
A. Paragraphs and transitions: providing one main point per paragraph instead of mixing ideas, using strong topic sentences and smooth transitions.
Paragraph 3:
B. Sentences: using sentence-combining skills and different types of sentences for effect.
Paragraph 4:
C Word choice: carefully choosing the best words, using appropriate diction.
Paragraph 5:
Conclusion
NOOOOOOOOOO PLAGIARISM!!!!!!!!!!!!
· APA formatting: Resources and citations are formatted according to the current APA style and formatting. See
Evidence and APA.
· Number of resources: Minimum of 6 scholarly sources. Distinguished submissions will likely exceed this number.
· Length of paper: 6–8 typed, double-spaced pages. Additionally, a title page and references page.
· Font and font size: Times New Roman, 12 point.
[removed]
Undergraduate Pathways ENG1105
ESSAY EXAM RUBRIC QUESTION #____ Name:______________________
CONTENT “A” PAPER “B” PAPER “C” PAPER “D/F” PAPER
Addressing Type
of Essay Question
Accurately identifies the essay
terms being used in the question;
designs answer that specifically
addresses the question; precisely
and lucidly discusses the subject
under the terms for examination
Definite recognition the essay terms
being used in the question; designs an
answer which addresses the terms;
correctly discusses the subject under
the terms for examin.
Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
Term Paper Rubric – 50 point maximum
Traits
10 points
8 points
5 points
2 point
Idea/Content
Engages the reader with a clear thesis or purpose.
Information is clearly related to the topic.
Relevant evidence and details are strong and used to support the thesis or purpose.
Engages the reader with a thesis or purpose.
Information stated is related to the topic.
Relevant evidence and details support the thesis or purpose.
Attempts to engage the reader with a thesis or purpose.
Information stated is limited in relationship to the topic.
Relevant evidence and details are weak and don’t always support the thesis or purpose.
Little attempt to engage the reader; no thesis or purpose.
Information stated does not related to the topic.
Relevant evidence and details are lacking.
Organization
Organization is clear including compare and contrast or organization by categories, and transitional expressions.
Offers a creative engaging beginning and concluding paragraph that summarizes the thesis or purpose.
Organization is clear and may include use of compare and contrast, organization by categories, and transitional expressions.
Offers an engaging beginning and a concluding paragraph that summarizes the thesis or purpose.
Organization may be hampered by minimal details and weak transitional expressions.
Attempts a beginning and conclusion.
Organization is lacking and interferes with understanding.
Conclusion is not drawn or reached.
Sentence Fluency
Demonstrates consistent variety and complexity of sentence structure.
Demonstrates variety and complexity of sentence structure.
Demonstrates sentences that are understandable.
Sentences are short, repetitive, and lack variety and complexity.
Demonstrates awkward choppy and run-on sentences.
No variety or complexity.
Word Choice
Uses precise and creative verbs, adverbs, nouns, and adjectives; the message is clear.
Uses adequate verbs, adverbs, nouns, and adjectives; the message is clear.
Uses limited word choice; the message is dull or unclear.
Uses dull, repetitive word choice; the message is confusing.
Convention
Spelling, capitalization, punctuation, paragraphing and grammar are effective and make the paper easy to read and understand.
Contains few if any errors in conventions.
Spelling, capitalization, punctuation, paragraphing and grammar are mostly correct.
Errors don’t make writing difficult to read and doesn’t interfere with the meaning.
Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion.
Contains frequent convention errors that are noticeable.
Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow.
I. Introduction
II. Theory of Hegemonic Stability
A. Alternate theories
III. Is non-polarity an adequate characterization of the contemporary international distribution of power?
A. U.S. views
B. Soviet views
C. Chinese views
IV. U.S. versus Soviet bipola ...
Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docx
Rubric For The Evaluation Of “Modern Challenges” Paper
CRITERIA
NEEDS IMPROVEMENT
Minimum Points
SATISFACTORY
Medium Points
EXCEPTIONAL
Maximum Points
CONTENT
(9 Points)
Choose one of the three major religions discussed in this course.
Write a 1,050- to 1,400-word paper that addresses the following questions:
· In what ways do the common characteristics of the three religions, including their ethics, contribute to their challenges in the modern world?
· How is this religion responding to challenges in the modern world?
· What has changed about the roles of women in the religion over time?
The writer does not demonstrate cursory understanding of subject matter, and the purpose of the paper is not stated. The objective, therefore, is not addressed and supporting materials are not correctly referenced.
0 to 5 points
The writer demonstrates limited understanding of the subject matter in that theories are not well connected to a practical experience or appropriate examples, though the attempt to research the topic is evident, and materials are correctly referenced.
5.1 to 7.6 points
The writer demonstrates an understanding of the subject matter by clearly stating the objective of the paper and links theories to practical experience. The paper includes relevant material that is correctly referenced, and this material fulfills the objective of the paper.
7.7 to 10 points
Comments on Content
? of 10 points
You have fulfilled all/most/some/none of the objectives of the assignment with this ____ word paper. You had a section on…
ORGANIZATION
( 3 Points)
Paragraphs do not focus around a central point, and concepts are disjointedly introduced or poorly defended (i.e., stream of consciousness). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. There is no introduction or conclusion.
0 to .8 points
Topics/content could be organized in a more logical manner. Transitions from one idea to the next are often disconnected and uneven. The introduction does not give clear direction and the conclusion does not communicate what was learned.
Some words, transitional phrases, and conjunctions are overused. Ideas may be overstated, and sentences with limited contribution to the subject are included.
.9 to 1.7 points
The writer focuses on ideas and concepts within paragraphs, and sentences are well-connected and meaningful. Each topic logically follows the objective. The introduction clearly states the objective or ideas leading to the purpose of the paper, and a conclusion draws the ideas together.
The reading audience is correctly identified, demonstrated by appropriate language usage (i.e., avoiding jargon and simplifying complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
1.8 to 2.5 points
Comments on Organization
? of 2.5 points
You do/do not have a clear organizationa ...
ENG-106 Rubric Definition Argument Criteria Value1 Unsati.docx
ENG-106 Rubric: Definition Argument
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Definition Argument Content and Ideas Should:
Include an effective title.
Provide a thesis that centers specifically on an argument of definition.
Establish clear criteria related to the definition in question.
Match one or more cases to the established criteria.
Use evidence appropriate for definitional arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. Argument includes elements of reasoning by definition, but does not center on a definition argument. Student does not use outside sources.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. Argument includes elements of a definitional argument, but does not use strategies (especially the criteria-match structure) very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies. Argument centers specifically on a definitional argument, but may not effectively uses strategies that support it, including matching criteria for definition arguments Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. Argument centers specifically on a definitional argument and uses strategies that support it, including matching criteria for definition arguments. Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main point the student is trying to make. Content supports thesis well. Argument centers specifically on a definitional argument and effectively uses strategies that support it, including matching criteria for definition arguments Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sentences. No conclusion present.
No apparent organization present. Introduction explains subject, but does not engage readers. Thesis is difficult to find. Underdeveloped paragraphs lack focus and topic sentences. Weak conclusion offered.
Organization is clear, but with minor errors. Introduction explains subject, but does not adequately engage readers. Thesis may be m ...
ENG-106 Rubric Proposal EssayCriteria Value1 Unsatisfacto.docx
ENG-106 Rubric: Proposal Essay
Criteria
% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
% Scaling
0%
65%
75%
85%
100%
Content & Ideas – 40%
Proposal
Content and Ideas Should:
Include an effective title.
Use a thesis that centers on a proposal argument.
Give a problem presence.
Develop the proposal argument by using claim-type strategies that support proposals (categorical, ethical, and/or cause and effect claims).
Present specific evidence to supplement supporting arguments.
40%
Does not have title, and has missing or indiscernible thesis statement and minimal evidence to support main ideas. The writer gives the problem no presence. Argument includes elements of a proposal, but the argument does not center on the proposal. The writer does not use strategies that support proposal arguments.
Title may not suggest subject and does not spark interest. Thesis statement and/or the controlling idea are not clearly stated. The writer gives the problem little presence. Argument includes elements of proposals, but the argument does not center on a proposal and/or the writer does not use strategies that support proposal arguments very well. Ideas are underdeveloped and clichéd. They do not support the thesis. Evidence from outside sources can be irrelevant.
Title suggests subject but does not spark interest. Thesis statement identifies the main point the author is trying to make. The writer gives the problem some presence, though the problem could be explained more forcefully. Most of content relates to thesis statement, but lacks sufficient support through appropriate strategies for making proposal arguments (categorical, ethical, and/or cause and effect claims). Argument may not center specifically on a proposal. Cited evidence sometimes does not justify ideas.
Title suggests subject but does not necessarily spark interest. Thesis statement clearly identifies the main point the author is trying to make. The writer gives the problem presence. Argument centers specifically on a proposal and uses strategies that support it (categorical, ethical, and/or cause and effect claims). Most of the content supports thesis, and cited evidence usually justifies ideas.
Title suggests subject and sparks interest. With a clear, controlling idea, thesis statement effectively identifies the main proposal the student is trying to make. The student gives the problem full presence. Content supports thesis well by effectively using strategies that support proposals as necessary (categorical, ethical, and/or cause and effect claims). Specific, cited evidence justifies ideas and enriches the essay.
Organization – 12%
Organization
12%
No apparent organization present. The piece does not explain that a problem exists, provide a solution, and/or justify the solution. Ineffective introduction does not invite readers or explain the subject. The reader cannot find the thesis statement. Underdeveloped paragraphs lack focus and topic sent ...
ENG-106 Rubric Definition Argument Criteria Value1 Unsati
This document outlines a rubric for evaluating definition argument essays in an ENG-106 course. It provides criteria in five areas - content and ideas, organization, format, language and style, and grammar and mechanics. Each area is worth a certain percentage of the total grade and describes expectations at unsatisfactory, less than satisfactory, satisfactory, good, and excellent levels. Scores are determined by assessing how well the student's work meets the descriptors for each level based on the percentage values listed.
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Basic data structures such as arrays are not sufficient for some app
Basic data structures such as arrays are not sufficient for some app
You are now ready to start representing your system integration proj.docx
You are now ready to start representing your system integration proj.docx
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report1-4 Scal
Masters Level Grading Rubric For Assessment of Report1-4 Scal
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Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
Sheet1NameManagement Program Rubric for Annotated BibliographyEx.docx
In each of your chapter reviews, you should, first, clearly
In each of your chapter reviews, you should, first, clearly
CriterionHighProficientAcceptablePoorCommentsWriting.docx
CriterionHighProficientAcceptablePoorCommentsWriting.docx
Evaluate your improvements made and weaknesses that still persist .docx
Evaluate your improvements made and weaknesses that still persist .docx
Term Paper Rubric – 50 point maximum Traits10 points8 po.docx
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Rubric For The Evaluation Of Modern Challenges” PaperCRITERIA.docx
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Bro. Oh Teik Bin 🙏🤓🤔🥰
Creative Restart 2024: Mike Martin - Finding a way around “no”
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
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Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
Creation or Update of a Mandatory Field is Not Set in Odoo 17
In this slide we will discuss Creation or Updation of a mandatory field is not set in Odoo 17.
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https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzp220711130100 udita Chakraborty Aims and objectives of national policy on inf...
Aims and objectives of national policy on information and communication technology(ICT) in school education in india
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rubrics for writing
- 1. Grading Rubric for Written Assignments Levels of Assessment Criteria Inadequate=D (Below Standard) Adequate=C (Meets Standard) Above Average=B (Exceeds Standard) Exemplary=A (Far Exceeds Standard) Organization Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors. Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay. Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic. Level of Content Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal. Content indicates thinking and reasoning applied with original thought on a few ideas. Content indicates original thinking and develops ideas with sufficient and firm evidence. Content indicates synthesis of ideas, in- depth analysis and evidences original thought and support for the topic. Development Main points lack detailed development. Ideas are vague with little evidence of critical thinking. Main points are present with limited detail and development. Some critical thinking is present. Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points Main points well developed with high quality and quantity support. Reveals high degree of critical thinking. Grammar & Mechanics Spelling, punctuation, and grammatical errors create distraction, making reading difficult; fragments, comma splices, run-ons evident. Errors are frequent. Most spelling, punctuation, and grammar correct allowing reader to progress though essay. Some errors remain. Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. Very few fragments or run-ons. Essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons. Style Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis. Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices. Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively. Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination Format Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention. Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors. Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled. Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look. http://home.snu.edu/~hculbert/criteria.pdf