ScienceGradingRubric-1.pdf

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Science Grading Rubric
5
Distinguished
4
Accomplished
3
Proficient
2
Developing
1
Needs Improvement
Format
Name, date, class, topic and
answers are clearly written
in the correct place and
work is organized.
All parts but one (name,
date, class, topic) and
answers are clearly written
in the correct place.
Some parts (name, date,
class, topic) and answers
are written in the correct
place.
Heading or answers are
missing more than two
parts (name, date, class,
topic).
Heading or answers are
missing more than three
parts (name, date, class,
topic) and/or may not be
written in correct place.
Legibility
Writing is neat and
completely legible.
Writing is completely
legible.
Writing is mostly legible. Writing is mostly illegible. Writing is illegible and
unclear.
Accuracy &
Completion
-Selective and accurate
paraphrasing is used.
-Logical abbreviations are
used.
-Notes have been made.
-Key words have been
highlighted and/or
underlined.
-Revisions or additions are
made in a different color.
-Selective and accurate
paraphrasing is used.
-Logical abbreviations are
used.
-Some key words have
been highlighted or
underlined.
-Partial revisions/additions
are made in a different
color.
-Work may/may not be
accurate; information not
always paraphrased-
copied.
-Some words are
abbreviated.
-No use of highlighting or
underlining.
-No revisions have been
made.
-Work incomplete.
-No use of abbreviation.
-Work does not reflect class
information.
Academic
level of
answers
Answers show
understanding and directly
reflect class discussions
and notes.
-Answers include higher-
order thinking.
-Answers show
understanding and directly
reflect notes.
-A few answers are lower-
level, most are higher-
order.
-Answers are basic and
may reflect notes.
-Most answers are lower-
level.
-Answers are limited and
do not accurately reflect
notes.
-Answers are completely
inaccurate or missing.
Overall
Indication
of Learning
Answers indicate learning
by effectively identifying all
main ideas with supporting
details – the WHY, not just
the what.
Answers indicate learning
by effectively identifying
some main ideas.
Answers restate notes and
indicate some learning.
Answers restate notes and
do not indicate learning.
No learning evident.

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ENG 101 Rubric: Argumentative Points 2 F Points 3 D-/D/D+ Points 3.5 C-/C/C+ Points 4 B-/B/B+ Points 5 A-/A/A+ Thesis & Focus Thesis, central idea, audience, purpose, digressions Lacks an identifiable thesis. Limited or no awareness of audience and purpose. Readers cannot discern the essay’s central idea. Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed. Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples. Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay. Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout. Support & Development Thesis support, thesis development, use of examples, logic, and reason No support of thesis with relevant facts, examples, reasons, or evidence. No topic development. Little-to-no argument is present. Topic development is flawed or non-existent. Support is minimal, logically flawed, and/or inaccurate. At least two arguments are present, but counterargument and refutation may be weak or missing. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning. More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis. Support is sufficient but perhaps flawed in some way. At least three strong arguments, a counterargument, and a refutation are present. Examples are sufficient. Thesis is supported and developed in most paragraphs. Essay completely supports the thesis with logical arrangement of evidence. At least three strong arguments, a counterargument, and a refutation are present. All assertions are supported and relate to thesis. Coherence & Organization Introduction, conclusion, body paragraphs, transitions, topic sentences No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences. Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization. Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some dig.

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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.

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RUBRIC FOR WEEK 8 Possible Points: 100.00 Calculated Score: Adjusted Score: Percentage: - Descriptions Comments Writing Assignment Rubric Enter rubric description Exemplary 4 pts Accomplished 3.4 pts Developing 3 pts Beginning 2.6 pts Did not attempt 0 pts Assignment Content 65 % Design and developed deliverables that are aligned with the assignment requirements Exemplary Exceeds expected level of explanation and discussion on the assignment areas/topics. All areas included in the analysis. Accomplished Meets expected level of explanation and discussion on the assignment areas/topics. All areas included in the analysis. Developing Does not meet expected level of explanation and discussion on the assignment . No more than one areas of analysis need improvement and/or additional development. Beginning Does not meet expected level of explanation and discussion on the assignment . Multiple areas of analysis need improvement and/or additional development. One or more areas were not addressed. Did not attempt Does not meet expected level of explanation and discussion on the assignment. Significant areas of analysis need improvement and/or additional development. Assignment not submitted. Assignment Content 10 % Subject Knowledge Exemplary Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content in examples given. Accomplished Student exhibits above average usage of subject matter in assignment. Student provides above average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge. Developing The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts, but only meets the minimum requirements in this area. Beginning Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student presents concepts in isolation, and does not perceive to have a logical sequencing of ideas. Did not attempt Explanation of concepts not provided and/or only surface level understanding is present . Assignment is incomplete or not submitted. Thesis and Support 10 % Student has a supporting thesis and has supported ideas with research and references Exemplary The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research. Accomplished The writing has a clearly articulated original thesis and subordinate ideas supported by reliable and relevant evidence based on original research. Developing The writing has .

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