Uses language effectively applies terms correctlywith a consistent and appropriate tone for the intended audience. Sometimes ties together information from all sources. Uses language that is sometimes inadequate and unclear; vocabulary is often unclear and repetitious; passive voice is used; college level writing assessment rubric is often nonstandard; inconsistent voice or tone; terminology is often difficult to understand or is misused.
Uses a suitable organizational plan; contains adequate paragraphing with some transitions that attempt to convey relationships between ideas.
Special-interest sources and popular literature are acknowledged as such if they are cited.
Presents a purpose that is confused, general, or vague; presents main idea but does not state it precisely or clearly; work comes close but does not meet length requirements; uses incorrect documentation when required or no documentation. Novice Integration of Knowledge The paper demonstrates that the author fully understands and has applied concepts learned in the course.
Cites most data obtained from other sources. Cohesiveness Ties together information from all sources. Headings are necessary to link concepts.
Inadequate paragraphing with few transitions; unclear or jumbled paragraphs; unclear or jumbled sentences; paragraphs are sometimes not balanced in amount of development and support. Writing that exhibits some difficulties with: Grammar and Mechanics 4. The writer provides concluding remarks that show analysis and synthesis of ideas.
Citations Cites all data obtained from other sources. Paper flows with only some disjointedness. I developed a rubric that assessed the different aspects of designing a successful, playable game, such as originality and design process.
Furthermore, even though I clearly stated that the goal of the course was to design a game that is not only fun, but also playable and workable in real time, many students have preconceived notions about how game design works.
A thesis statement provides direction for the paper, either by statement of a position or hypothesis. Fewer than 5 current sources, or fewer than 2 of 5 are peer-reviewed journal articles or scholarly books.
Uses correct, varied sentences with few, if any, errors in mechanics, grammar, syntax, or spelling. My goal was to create explicit rubrics for the design of a successful, playable game, which would clarify my expectations for student performance and my own grading process.
First, it has reinforced my expectations for the project to students and helped to guide them through the project. Uses sentences that are usually correct but sometimes awkward; some errors in mechanics, grammar, syntax, or spelling that does not affect reader understanding.
Paper does not flow and appears to be created from disparate issues. The topic is focused but lacks direction. For the most part, ties together information from all sources. Maintains clear and obvious organization; demonstrates effective paragraphing using appropriate transitions with emphasis upon conveying the relationship between ideas.
Contains purpose but not consistently clear or obvious; presents one main idea or topic but the significance is less clear; work meets length requirements; documents resources but may not be error free.
The topic is not clearly defined. The paper does not demonstrate that the author has fully understood and applied concepts learned in the course.
Uses language that is adequate but occasionally unclear; incorporates tone that may be uneven or inconsistent for the intended audience. Maintains clear and obvious purposes; focuses clearly on one significant main idea or topic throughout; work meets or exceeds length requirements; demonstrates superior knowledge of resource documentation if required.
Third, it has made me more confident in justifying grades to students. The paper is about college level writing assessment rubric specific topic but the writer has not established a position.
Sources More than 5 current sources, of which at least 3 are peer-review journal articles or scholarly books. Rubric for Assessing Project Work pdf Purpose: The writer has omitted pertinent content or content runs-on excessively.
Does not cite sources. Uses language that is inadequate and unclear; vocabulary is unclear and repetitious; passive voice is used; diction is nonstandard; inconsistent voice or tone; terminology is difficult to understand or is misused.
Citation style is either inconsistent or incorrect. Second, it has made grading the final projects much easier. Cites some data obtained from other sources.
Does not tie together information. The rubric has been successful in three key ways.University of Wisconsin Stout | Wisconsin's Polytechnic University Kay Lehmann's rubric for high school or college level Writing Rubrics.
Samples of Student Writing, Scored With a 6+1 Trait Rubric An extensive archive of assessment materials associated with the 6-Traits assessment approach. Intermediate Level Writing Outcome: Paragraph 1 DRAFT Writing Assessment: Paragraph Proofreading Symbols 6.
Rubric for Scoring Paragraphs 7. Samples of Other Intermediate Level Paragraphs * *Writing selections adapted from “MCC ESL Writing Across Levels" MiraCosta College Noncredit Program Intermediate Level Writing. Ten Practices for Teaching College-Level Writing; Ten Rubrics for Teaching Writing.
Rubrics can be useful in crafting assignments and in discussing and assessing student work. General Writing Rubric (for writing across the curriculum) Discipline Specific Rubrics. Art History Rubric. College Writing Rubric. The Rio Salado College Writing Competency.
sentence structure; and 4) use correct terminology and rich vocabulary in the fulfillment, at the college level, of his or her writing assignments.
Levels: 4 = Exemplary /exceeds college level writing 2 = Intervention recommended. COLLEGE WRITING RUBRICS BRENT MUIRHEAD * *-** Faculty, Doctoral Dissertation Mentor, University of Phoenix. ABSTRACT The discussion will describe how rubrics can help to provide effective assessment criteria for evaluating written.
Office of Academic Assessment. Today's Hours. September 6, Today's Hours. September 6, Office Hours. Grading Criteria Used for College Writing Here are some samples of rubrics being used today for assessing general education outcomes at the college-level.
* Rubric for Term Papers in any Discipline.Download