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Rubric for the Writing Assignment

Inquiry and Analysis Exemplary

Competent

Developing Limited

Understanding

Points Earned

(45 points) 10-15 7-10 5-7 1-4 Content: Relevance of essay to the question

Answer is complete; sufficient detail provided to support assertions; factually correct.

Answer is mostly complete; answer focuses only on issues related to the question; few and minor errors in content.

Answer is brief with insufficient detail. Unrelated issues were introduced and/or multiple errors in content.

Answer is incomplete. Excessive discussion of unrelated issues and/or significant errors in content.

Analysis

Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to the question.

Organizes evidence to reveal important patterns, differences, or similarities related to the question.

Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities related to the question.

Lists evidence, but it is not organized and/or does not articulate its relation to the question.

Conclusions

States a conclusion that is a logical extrapolation from the analysis of evidence/data presented.

States a conclusion focused solely on the analysis of evidence/data presented. The conclusion arises specifically from and responds specifically to the analysis of evidence/data presented.

States a general conclusion that, because it is so general, also applies beyond the scope of the analysis of evidence/data presented.

States an ambiguous, illogical, or unsupportable conclusion from analysis of evidence/data presented.

Writing Exemplary Competent Developing Limited Understanding

Points Earned

(45 points) 10-15 10-7 5-7 1-4

Sources and Evidence

Demonstrates skillful use of high-quality, credible, relevant sources to develop ideas that are appropriate for the thought question.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the thought question.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the thought question.

Demonstrates an attempt to use sources to support ideas in the writing.

Organization and Logic of Answer

Clear and logical presentation; good development of an argument; Transitions are made clearly and smoothly.

Presentation is organized but does not present a clear argument for a given position.

Minor problems of organization or logic; Needs work on creating transitions between ideas.

No logical order to the information provided; sentences rambling; ideas are repeated.

Control of Syntax and Mechanics

Uses language that skillfully communicates meaning to readers with clarity and fluency. Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability.

Uses straightforward language that generally conveys meaning to readers. Occasional errors and minor problems with mechanics of language. Occasional awkward sentences and poor transitions reduce readability.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Frequent problems with mechanics of language. Awkward sentence construction. Poor or absent transitions. Frequently difficult to understand.

Uses language that sometimes impedes meaning because of errors in usage. Problems with the mechanics of language serious enough to interfere with effective communication. Frequent errors in punctuation, spelling, sentence structure, etc.

Writing Mature skill Developing skill (Intermediate) Developing skill

(Early) Emerging skill Points Earned

(60 points) 10-15 10-7 5-7 1-4

Content Connection

Exemplary Competent Developing Limited Understanding

Points Earned

(10 points) 8-10 5-7 3-4 1-2

Connection to Course Materials

Strong, direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated.

Some direct connections are made to readings and/or other course materials (lectures, media, resources, etc.) and are clearly stated for the most part.

Minimal direct connections are made to readings and/or other course materials (lectures, media, resources, etc.). Connections are largely inferred and somewhat unclear at times.

No connections are made to readings or other course materials (lectures, media, resources, etc.), and/or if made, are not clearly stated and are largely personal opinions.

APA Exemplary Competent Developing Limited Understanding

Points Earned

(deduction) Bonus Points No Deduction Deduction (up to 5 points) Deduction (up to 10 points)

Use of relevant APA style

All relevant aspects of APA style are used correctly. Title page properly formatted, use of in- text citations, format of references cited.

Infrequent errors in APA style; errors involve only minor aspects of APA style – no errors in style for citations & references.

Attempted to use APA style but errors are frequent and include errors in citations and references.

Minimal use of APA style; multiple errors in use of APA style.

Modeled after: See: Stanny, C. J., & Duer, J. D. (2013). Authentic assessment in psychology: Using rubrics and embedded assessments to improve student learning. In D. S. Dunn, S. C. Baker, C.

M. Mehrotra, R. E. Landrum, & M. A. McCarthy, Assessing teaching and learning in psychology: Current and future perspectives (pp. 19-34). Belmont, CA: Cengage.