10.2: Sample Grading Rubrics
- Page ID
- 50981
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)The following pages show a variety of sample grading rubrics. We have also included a rubric from Freshman Composition to give you an idea of what may be expected in your college-level writing course.
Sample Rubric #1 - High Intermediate/Advanced Academic Writing Courses
Name: _________________________________________ Draft #1 - ___________/12 = __________%
WRITING ASSIGNMENT: _____________________________________ Final Draft - __________/12 = ___________%
1= minimal | 2=adequate | 3= strong | 4= excellent | |
Development | The essay does not respond to the topic or may not be sufficiently focused. | The main idea is addressed with a thesis but it may be imprecisely worded or insufficiently focused. | Addresses assignment with clear thesis. | The main idea is clearly addressed with a strong thesis. |
Organization | There is minimal organization. There is no clear introduction, conclusion or topic sentences. | Essay is passably organized but the support details are thin at times. There are some topic sentences and a weak introduction and/or conclusion. | Essay is generally well organized and uses effective details to support thesis. The introduction and/or conclusion are good and the topic sentences are appropriate. | The essay is well organized. It uses appropriate and effective details and analysis to support the thesis. Both the conclusion and introduction are excellent and the topic sentences are strong. |
Mechanics | Many spelling, grammar, and punctuation errors.These errors get in the way of understanding the paper. | Some spelling, grammar, and punctuation errors. At times, these errors get in the way of understanding the paper. | Few spelling, grammar, and punctuation errors. These errors occasionally get in the way of understanding the paper. | Hardly any spelling, grammar, and punctuation errors. These errors rarely get in the way of understanding the paper. |
Comments:____________________________________________________________________________________________________________________________________________________________________________________________
Credit: Beth Wallace, Assistant Professor, Georgia State University Perimeter College
Sample Rubric #2 - High Intermediate/Advanced Academic Writing Courses
Advanced ESL Writing Name____________________________
Essay Scoring Guidelines
Criteria | Essays | ||||||
---|---|---|---|---|---|---|---|
Exceeds Expectations | Meets Expectations | Needs Improvement | 1 | 2 | 3 | 4 | |
Content and Organization | (10 points) Well-developed with excellent thesis Well-organized | (7 points) Adequate development Adequate Thesis Adequately organized | (4 points) Minimum amount of development or offtopic. Inadequate or Missing Thesis Problems with organization | (Max=7) | |||
Grammar/ Mechanics | (25 points) Very few grammar and mechanical errors | (19 points) Average number of grammar and mechanical errors | (15 points) Numerous grammar and mechanical errors | (Max=18) | |||
Format (5 points) | Double spaced, Written in ink, Appropriate Indentation, Appropriate capitalization Correct Length | (Max=5) |
Totals: (Essay #1=30 points, Essays #2,3,4=40 points) | |||||||
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Instructor Comments | |||||||
Diagnostic Essay | |||||||
Essay #2 | |||||||
Essay #3 | |||||||
Essay #4 |
Credit: Lynne Bost, Associate Professor, Georgia State University Perimeter College