| Student Name: | | Student ID: | SECTION# | Semester: |
| Civilization 1/2 Assessment Rubric: Critical Thinking, Writing, & Discipline-Specific Knowledge |
| | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations | Not gradable | Score |
| | 4 | 3 | 2-1 | 0 |
| Thesis (solution / outcome)
| Appropriate, well developed, identifiable strong thesis makes a supportable statement, claim, conclusion or hypothesis about the prompt; thesis has a specific focus. | Appropriate and clearly identifiable thesis makes a supportable statement, claim, conclusion or hypothesis about the prompt; thesis may lack development, focus and/or specificity. | Topic sentence instead of thesis; or thesis lacks clarity in focus, development, or support, may be indirectly related--while still appropriate--to the prompt. | No discernible thesis. |
| Discipline-Specific Knowledge (data)
| Accurate supporting sources / examples (4 or more) provide persuasive support for the thesis. Use of support demonstrates a thorough familiarity with relevant history and/or literary source material covered in the course | Accurate supporting examples (3-4) provide sufficient and specific support for the thesis. Use of support demonstrates an adequate knowledge of relevant history and/or literary source material covered in the course. Some relevant examples may be omitted. | Accurate supporting examples (2-3) provide minimal support for the argument; examples may lack specificity. Use of support demonstrates only a basic knowledge of relevant history and/or literary source material covered in the course. Clearly relevant examples may be omitted. | No attempt to use appropriate sources covered in the course to support argument. |
| Data use & interpretation (ideas, connections, & logical relationships) | Essay demonstrates a thorough grasp of the most important, relevant historical issues and contexts raised by prompt/topic. Essay makes persuasive connections between relevant historical issues/contexts and author's analysis of the topic. | Essay demonstrates a good grasp of some (but not most) of the important historical issues and contexts raised by prompt/topic. Essay makes reasonable connections between relevant historical issues/contexts and author's analysis of the topic. | Essay demonstrates partial but inadequate grasp of at least one historical issue and/or context raised by prompt/topic; some key issue /contexts omitted. Essay makes only vague connections betweeen historical issues/contexts and author's analysis of the topic. | Does not demonstrate historical comprehension. |
| Analysis [of Prompt/Topic, Sources / Support]
| Persuasive analysis breaks prompt/topic into its most relevant questions/components with substantive discussion of each part; analysis uses multiple points of view demonstrating a multi-dimensional understanding of the prompt/topic. Description/ summary used only as support, not in place of analysis. | Appropriate but uneven analysis breaks prompt/topic into some of its most relevant questions / components with adequate discussion of each part; analysis uses at least pro/con perspectives demonstrating a bi-dimensional understanding of the prompt/ topic. Minimal use of description/ summary in place of analysis. | Appropriate analysis but flawed, uneven, and/or weak. Breaks prompt/topic into at least one relevant component and/or has inadequate discussion of any parts; evinces a uni-dimensional understanding of prompt/topic; tends to describe / summarize more than analyze. | No analysis or prompt/topic; narrative is unrelated or only marginally to topic/prompt. |
| Language Use / Communication Ability
| Well-written, organized and easily understandable essay conveys its meaning in appropriate and virtually error-free standard English. Adequate and accurate use of appropriate historical and literary terminology. | Understandable, organized essay conveys its meaning in clearly written and appropriate standard English with few usage errors. Appropriate historical and literary terminology may be incomplete or inaccurate. | Understandable essay conveys its meaning with some difficulty caused by unclear organization and/or frequent usage errors. | Language use consistently impedes meaning due to significant usage errors and/or lack of organization. |
| rev 7/4/19 | | | | Total = |
| | | | | Average of five numbers = |
Monster_62
newcivrubricrv7-4-19lj.xlsx
