- Rubricsmac's Literature Classes 2020
- Rubricsmac's Literature Classes Near Me
- Rubricsmac's Literature Classes Online
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Literary Studies Paper Rubric
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Excellent | Good | Satisfactory | Needs Work | Unacceptable | |
Ideas and level of analysis | Greatly exceeds expectations and develops ideas in a consistently excellent manner.Readers will learn something from this piece of writing. | Exceeds expectations and develops in a good but perhaps predictable fashion. Ideas may be good but perhaps not as insightful or well developed. | Meets expectations but does not go beyond them. May respond to the assignment in a satisfactory but predictable or superficial way. May have more plot summary than analysis. | Limited ideas and cursory development; does not meet expectations or the terms of the assignment on one or more dimensions. | Fails to meet expectations for ideas and analysis. May include too much plot summary or so many quotations that analysis is missing. |
30 | 27-30 | 24-26 | 21-23 | 18-20 | 0-17 |
Organization | Organizational plan is clear, as is the thesis and purpose of the piece. Thesis is original and interesting. | Organization and thesis are logical but could be clearer. Thesis is solid but less innovative than in an exceptional paper. Some transitions may be missing. | Exhibits a discernable organization but may not provide a clear connection to the thesis. Thesis may be obvious or too general. Paragraphs may not follow the most logical order. | Focus may be unclear or the essay may lack an arguable thesis. Paragraph order may be confusing. May lack adequate organization or sufficient support for its argument. | Focus many be diffuse or unclear. Sentences and paragraphs do not follow a logical order. |
20 | 18-20 | 16-17 | 14-15 | 12-13 | 0-11 |
Development and support | Develops its points effectively, logically, and in an original fashion. Assertions are supported by evidence. Paragraphs are unified, coherent, and complete. | Includes a thesis idea that is generally supported by evidence and a logical order of paragraphs. Some unsupported generalizations may occur, or some paragraphs may lack unity or support. | Development may consist of obvious generalizations that only tell readers what they already know with limited support from the text. | Relies strongly on generalizations rather than support and may lack specific references to the text. Paragraphs may lack unity, coherence, and completeness. Paragraphs may be insufficiently developed. | Thesis may be missing. Generalizations may be used in place of analysis. Insufficient development for the requirements of the assignment. |
20 | 18-20 | 16-17 | 14-15 | 12-13 | 0-11 |
Style | Sentences are fluent, graceful, and a pleasure to read. They are generally free from errors, although there may be a minor error in the piece. | Demonstrates correct sentence construction for the most part, although some sentences may be awkward or unclear. Papers will generally have few (1-2) or no comma splices, fragments, fused sentences, tense and agreement errors, or other major grammatical problems. Minor errors in grammar may occur. | May demonstrate little sentence variety. Note: Grammatical errors such as comma splices, fragments, agreement errors, vague or awkward phrasing may obscure the meaning of an otherwise good paper. | Contains many errors in sentence construction, including comma splices, fragments, fused sentences, agreement problems, and awkward sentences. Some parts may be difficult to read and interpret. | Serious errors such as comma splices, fragments, fused sentences, and agreement problems obscure meaning and make this paper inconsistent with college-level writing standards. A paper at this level may be difficult, frustrating, or confusing to read. |
15 | 14-15 | 13 | 12 | 11 | 0-10 |
Mechanics | Mechanics (spelling, usage, and punctuation such as commas, semicolons, and possessive apostrophes, quotation marks, and title punctuation). Papers will be almost entirely free from mechanical errors. | One or two instances of an incorrect use of words, spelling errors, or punctuation errors such as missing possessive apostrophes may occur. | May contain odd word choices, consistent errors in punctuation, orproblems with usage. | May demonstrate significant deficiencies in punctuation, word choice, and spelling. | Contains numerous errors in grammar, spelling, and punctuation. |
10 | 9-10 | 8 | 7 | 6 | 0-5 |
Audience | Has a clear understanding of audience as demonstrated by the paper's use of tone and an appropriate level of diction. | Clear sense of individual voice and awareness of audience expectations. Level of diction may occasionally be uneven or somewhat inappropriate for the assignment. | Voice and diction may be significantly inconsistent with audience expectations or the requirements of the assignment. | Paper may demonstrate a consistently insufficient awareness of audience. | Serious problems with tone, diction, and sense of audience. Note: A paper will receive an 'F' if it is plagiarized in whole or in part. |
5 | 5 | 4 | 3 | 2 | 1 |
Total |
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IN THIS SECTION
- See also: Assessment Strategies
- Formative Assessment
- Summative Assessment
- Exams, Quizzes & Tests
- Rubrics
Rubric Overview and Creation | Articles & Resources | Examples
Rubric Overview and Creation
Rubrics help students recognize learning goals and guide them in reaching for those goals. Particularly useful in student-directed teaching approaches, like inquiry-based learning, rubrics can be used to assess content mastery, skill development, or even attitude toward a topic.
Developing a rubric involves clearly identifying and articulating specific outcomes of learning and structuring those criteria in an easy-to-use format that serves as a reference tool in guiding learning and an assessment tool for evaluating success. In inquiry-based instruction, faculty can work collaboratively with students to develop the rubric, or integrate the rubric by distributing it as part of the assignment description and/or for students to use in peer- or self-assessment.
For instructions on creating and implementing a rubric, see Idea 10: Inquiry-based Learning (IBL) Rubric Development Guide, CIIA Innovative Teaching Showcase, 2016.
Articles & Resources
- Assessment Rubrics, from the University of Delaware Office of Educational Assessment
- Authentic Assessment Toolbox, created by Jon Mueller, North Central College, Illinois
- Creating and Using Rubrics, University of Hawaii - what, why, how, examples, calibration, tips.
- Developing Rubrics, 16 minute video overview
- Rubrics: Definition, Tools, Examples, References, The Teaching, Learning, and Technology Group, includes types and uses of rubrics, steps for creating rubrics, samples, and references.
- Rubrics: Useful Assessment Tools, University of Waterloo - explains at the beginning why you might want to use a rubric.
- What is a rubric?, Plattsburgh University of New York - basic, clear, constructive overview.
Examples
- Comprehensive lists of rubrics:
- Disciplinary Examples, Authentic Assessment Toolbox
- iRubric Public Gallery, search large gallery of examples
- Rubric Bank, organized by type of learning, UH Mānoa
- Rubric Examples, UC Denver - math, writing, science, digital storytelling, etc.
- Rubric Samples by Department, Seattle University
- Blog:
- Evaluating Student Blogs, University of Wisconsin
- Papers, projects, presentations, class participation:
- Creating and Using Rubrics, Eberly Center, Carnegie Mellon
- Developing Grading Criteria, Vanderbilt University
- Papers and Presentations Example Rubrics, College of St. Scholastica
- Understanding Rubrics, Heidi Goodrich Andrade
- Discussion board:
- Discussion Rubrics, Teaching Online Pedagogical Repository
- Blended Learning , Simmons College
- Presentation, proposal, teamwork
- Tips on Grading: Using Rubrics, University of Delaware
- Critical thinking:
- Critical Thinking Rubric , Northeastern Illinois University, - General Education Critical Thinking Paper
- Critical Thinking Rubric for a Paper, Univ. of Rhode Island
- Critical Thinking VALUE Rubric, AAC&U
- First Draft of Critical Thinking Paper, University of Rhode Island - high-level, highly-detailed rubric for a critical thinking paper
- Quantitative Reasoning Scoring Rubric, Univ. of Rhode Island
Online Rubric Tools
- iRubric, made by Rcampus, create a free account to use rubrics creation tool with other advanced features
- RubiStar, free tool to helps to create quality rubrics from various assignment-based or discipline-oriented templates
Rubrics to Evaluate Courses
Rubricsmac's Literature Classes 2020
Note: These focus on online courses but the qualities generally transcend course format.
- Online Course Development Guide and Rubric - University of Southern Mississippi Learning Enhancement Center’s online resource for rubrics
- Online Course Rubric - Evaluates the effectiveness of instruction of online courses
- Rubric for Online Instruction - CSU Chico
- Quality Matters Rubric - set of standards used to evaluate the design on online and blended courses
Rubricsmac's Literature Classes Near Me
Relevant Books
- Bresciani, M., Zelna, C.,& Anderson, J., Assessing Student Learning and Development: A Handbook for Practitioners, NASPA-Student Affairs Administrators in Higher Education, 2004.
- Brookhart, S., How to Create and Use Rubrics for Formative Assessment and Grading, Association for Supervision & Curriculum Development, 2013.
- Goggins Selke, M., Rubric Assessment Goes to College: Objective, Comprehensive Evaluation of Student Work, R&L Education, 2013.
- Stevens, D. & Levi, A., Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning, Stylus Publishing, LLC, 2005.
Rubricsmac's Literature Classes Online
Mentioned relevant books may be available through the CIIA's Lending Library or Wilson Library.