Professor Boyle
Rubric for written assignments
All written assignments (except daily assignments) will use this rubric for grading. I have found that the rubric is a much harder grader than I am. I use this as a general guideline to grade your papers. This should be used as a checklist to help you submit your paper. My comments will reflect this language on your longer written assignments. If you have achieved a 4 in all boxes that is what an A looks like. If you have achieved a 1 in all boxes, this is what a D looks like. Level 3s are around a B and Level 2s are a C. This basically reiterates the themes in your syllabus about clarity, sloppiness, argument, etc. This grid just breaks it down more.
Rubric for primary source
| 4. Distinguished | 3. Proficient | 2. Apprentice | 1. Novice | |
| Writing-Organization: Clear, logical sequence |
All ideas were presented in a logical order. Introduction was clear, body included many details, and conclusion summarized main idea. Writing flowed smoothly throughout. | Ideas were presented in a logical order. Introduction was clear, body included many details, and conclusion summarized main idea. | Some ideas were presented in logical order. Introduction, body, and conclusion were included. | Writing was fragmented. Ideas were not presented in logical order. Introduction, body, and conclusion were not clear. |
| Writing-Ideas: Interesting, informative details |
All details were unique, interesting, and related to and supported the main idea. Writing included information based on personal experience. | Writing had many interesting details which supported the main idea. Writing included information based on personal experience. | Writing had three or more details that supported the main idea. | Writing had few details. |
| Writing-Sentence Fluency: Length, variety and flow of writing |
Most sentences varied in length and structure. Writing had a natural flow that made it easy to read. | Many sentences varied in length and structure. Some sentences did not flow smoothly. | A few sentences varied in length. Most sentences did not flow smoothly. | Sentences were short and did not flow well. Sentence structure did not change. |
| Writing-Overview: Ideas, voice, conventions, fluency, organization, and word choice |
Ideas presented in logical order. Unique and interesting details supported the main idea, and natural flow made writing easy to read. Used scholarly, topic-specific vocabulary and made no spelling, grammar, capitalization, or punctuation errors. Used personal style and feeling. | Most ideas presented in logical order. Details supported the main idea. Used scholarly vocabulary. Made less than 5 spelling, grammar, capitalization, or punctuation errors. | Some ideas presented in logical order. There were few details to support the main idea. Made 5 to 10 spelling, grammar, capitalization, or punctuation errors. | Ideas were not presented in logical order. Details did not support the main idea. Made more than 10 spelling, grammar, capitalization, or punctuation errors. |
Rubric for Final Project
| 4. Distinguished | 3. Proficient | 2. Apprentice | 1. Novice | |
| Teamwork-Task Assignment: Who will do what |
Identified and made complete list of tasks that needed to be done. Used the list to divide work fairly. Evaluated tasks and assigned them to appropriate team members. | Identified and made list of tasks that needed to be done. Assigned work that was too easy or too hard for one or more team members. | Did not identify some of the tasks that needed to be done. Did not assign work fairly between team members. | Did not identify many tasks that needed to be done. Did not assign work fairly between team members. |
| Teamwork-Self-Assessment: Evaluated work completed and progress toward goals |
Constantly monitored progress. Changed project scope or task assignments to meet goals and deadlines. Made sure every member completed work assigned. Reviewed each member’s work for accuracy. | Made several attempts to evaluate progress. Changed project scope or task assignments to meet goals and deadlines. Reviewed each member’s work for accuracy and completeness. | Made one attempt to evaluate progress toward goals or deadlines. Reviewed each team member’s work for accuracy and completeness. | Did not keep track of progress toward goals or deadlines. Did not review work for accuracy or completeness. |
| Teamwork-Contribution: Ideas and assistance |
Actively participated in all group discussions and activities. Shared ideas freely. Located additional information or resources. | Shared ideas in every group discussion. Attempted to locate additional resources or materials. | Participated in most group discussions. Shared a few ideas. | Did not participate in most group discussions. Rarely shared ideas. |
| Writing-Organization: Clear, logical sequence |
All ideas were presented in a logical order. Introduction was clear, body included many details, and conclusion summarized main idea. Writing flowed smoothly throughout. | Ideas were presented in a logical order. Introduction was clear, body included many details, and conclusion summarized main idea. | Some ideas were presented in logical order. Introduction, body, and conclusion were included. | Writing was fragmented. Ideas were not presented in logical order. Introduction, body, and conclusion were not clear. |
