This document discusses evaluation rubrics and provides guidance on how to create them. It defines a rubric as a set of criteria used to evaluate student work. It emphasizes that rubrics should clearly define performance levels and provide students with clear feedback. The document then provides examples of different rubric formats and discusses how to design rubrics, including identifying important evaluation categories and defining different performance levels for each category. It also provides tips on using rubrics to grade student work.

1. EVALUATION RUBRICS Gonna make your life sooooo easy!! © 2009 Peter Gow per Creative Commons; use must be attributed

4. HISTORY WRITING ASSESSMENT PERFORMANCE LEVELS 4 Exceptional performance. Student surprises with especially imaginative, interesting, well-conceived work; deep understanding 3 Good performance; meets all expectations; carefully prepared; satisfactory understanding 2 Somewhat below expectations; some areas not fully addressed; gaps in understanding or preparation 1 Poor performance, well below expectations; inconsistent or poor effort and understanding CATEGORIES CONTENT 4 3 2 1 Inclusion of significant topics and accurate evidence; knowledge of topic; depth of research and understanding; use of detail to establish factual background. ANALYSIS 4 3 2 1 Analysis of trends and themes; use of detail to establish point of view ; appropriate point of view; acknowledges differing opinions or viewpoints; logical and accurate analysis DEVELOPMENT OF CONTENT 4 3 2 1 Establishment of theme; clear logic and presentation of evidence; development of issues; clear point of view; plausibility WRITING STYLE 4 3 2 1 Proper sentence structure, paragraph formation, spelling, usage, grammar, and vocabulary. Effective transitions. GENERAL COMMENTS: Rubrics--Peter Gow 2009

5. Rubrics--Peter Gow 2009 WRITING RUBRIC THESIS EVIDENCE and ORGANIZATION OF ARGUMENT POINT OF VIEW GRAMMAR and USAGE ADHERENCE TO STANDARDS FOR WRITTEN WORK SOPHISTICATED Thesis shows advanced or original conceptualization Evidence and arguments presented with exceptional clarity; reader brought to new understanding of issue(s) under discussion Writer's point of view consistently maintained, but argument definitively acknowledges and addresses differing or alternative viewpoints Language shows exceptional sophistication in usage, idiom, sentence formation, and vocabulary; clichés avoided All standards for formal written work, including use of scholarly apparatus, observed; no proofreading errors or errors of form APPROPRIATE Thesis is well-conceived and clearly stated Evidence and arguments presented in clear, readable form; organization of material leads reader to clear understanding of issue(s) under discussion Writer's point of view maintained, but argument acknowledges and addresses differing or alternative viewpoints Language is clear and effective; standards of usage and vocabulary are observed; sentence structure consistently correct All standards for formal written work, including use of scholarly apparatus, observed; high quality proofreading; minimal errors of form DEVELOPING Thesis can be discerned by reader but is not clearly conceived or presented; may be overly simplistic Evidence and arguments present, but organization and/or overall reasoning lacks consistent clarity Writer's point of view maintained, but alternative viewpoints unacknowledged Some problems with usage and sentence structure; ineffective use of vocabulary Some standards for formal written work, including use of scholarly apparatus, not observed; inconsistent proofreading; some errors of form IMMATURE Thesis unclear or indiscernible Insufficient evidence presented; logic and/or organization of argument does not consistently address or support main point(s) under discussion; evidence may be irrelevant or insufficient; argument fails to support or address point(s) under discussion Writer's point of view inconsistent or indiscernible; alternative viewpoints unacknowledged Serious problems with grammar, usage, and/or vocabulary; some passages unintelligible or unreadable Many standards for formal written work not observed; deficiencies in use of scholarly apparatus; poor proofreading; serious errors of form

6. CLOSE-UP OF PART OF THAT ONE Rubrics--Peter Gow 2009 WRITING RUBRIC THESIS EVIDENCE and ORGANIZATION OF ARGUMENT POINT OF VIEW SOPHISTICATED Thesis shows advanced or original conceptualization Evidence and arguments presented with exceptional clarity; reader brought to new understanding of issue(s) under discussion Writer's point of view consistently maintained, but argument definitively acknowledges and addresses differing or alternative viewpoints APPROPRIATE Thesis is well-conceived and clearly stated Evidence and arguments presented in clear, readable form; organization of material leads reader to clear understanding of issue(s) under discussion Writer's point of view maintained, but argument acknowledges and addresses differing or alternative viewpoints

13. HISTORY WRITING ASSESSMENT PERFORMANCE LEVELS 4 Exceptional performance. Student surprises with especially imaginative, interesting, well-conceived work; deep understanding 3 Good performance; meets all expectations; carefully prepared; satisfactory understanding 2 Somewhat below expectations; some areas not fully addressed; gaps in understanding or preparation 1 Poor performance, well below expectations; inconsistent or poor effort and understanding CATEGORIES CONTENT 4x 3 2 1 I nclusion of significant topics and accurate evidence ; knowledge of topic; depth of research and understanding; use of detail to establish factual background. ANALYSIS 4 3x 2 1 Analysis of trends and themes; use of detail to establish point of view ; appropriate point of view; acknowledges differing opinions or viewpoints; logical and accurate analysis DEVELOPMENT OF CONTENT 4 3x 2 1 Establishment of theme; clear logic and presentation of evidence ; development of issues; clear point of view; plausibility WRITING STYLE 4 3 2x 1 Proper sentence structure, paragraph formation , spelling , usage, grammar, and vocabulary. Effective transitions. GENERAL COMMENTS: 12 points = B-. The underlining tells the student what was notable. The comments section lets me be even more specific Rubrics--Peter Gow 2009