Grading Rubric for Biography
Grading Rubric for Biography
A B C D F Total Points
Assignment Goals and Substance
15
• Excels in responding to assignment. Interesting,
• Demonstrates sophistication of thought.
• Key information/data is well used and clearly communicated.
15
• A solid paper, responding appropriately to assignment.
• Uses most of the requested information/data.
• Shows good use of sources, but may not communicate them clearly.
13
• Does not respond well to assignment. Adequate but weak and not effective.
• Presents key information/data in general terms, often plagued with platitudes or clichés.
• Shows basic use of sources lapses in understanding.
11.5
• Does not respond appropriately to the assignment.
• The paper and the information used are vague
• Student may misunderstand and/or underuse sources.
10
• Does not respond to the assignment.
• Lacks basis information and may neglect to use sources or adequate ones where necessary.
0‐9
15
Organization & coherence
30
• Uses a logical structure appropriate to paper’s subject and purpose.
• Sophisticated transitional sentences (develops one idea from the previous one or identify their logical relations).
• Uses very well information and data and integrates it in the essay rather than lists it.
30
• Uses some logical structure appropriate to paper’s aim.
• Some logical links may be faulty, but each paragraph clearly relates to paper’s goal.
• Uses some transitional devices.
• Uses well information and data and integrates them in the essay rather than lists them.
25
• Ideas are arranged randomly rather than logically and sentence arrangement is not coherent.
• If used, transitions are not logic‐ based.
• Uses little information and data and does not integrate it well in the essay.
23
• Random organization, lacking paragraph/sentence coherence
• Uses few or inappropriate transitions.
• Uses almost no information and data. Whatever is used is not integrated in the essay.
20
• Poor organization;
• Lacks transitions and coherence.
• Lacks all necessary information and data.
• May or not be all written in own words
0‐17.5
30
Support and references
15
• Uses good information/data appropriately and effectively
• Provides sufficient evidence and explanation to convince, especially in responding to specific questions.
• Uses 5 or more refereed sources.
15
• Uses good information/data appropriately.
• Provides some evidence and explanation to convince, especially in responding to specific questions.
• Uses 3-4 or more refereed sources.
13
• Often uses generalizations to support points.
• Some information/data may not be relevant.
• Often depends on unsupported opinion or personal experience
• Lapses in logic.
• Uses less than 2 or fewer refereed sources.
11.5
• Heavy use of clichés or over‐ generalizations for support
• Offers little evidence/data.
• May be personal narrative rather than essay.
• May be too brief
• May not all be written in own words
• Uses one to no refereed sources.
10
• Uses irrelevant details
• Lacks supporting evidence
• May be unduly brief
• Use no appropriate sources
• May not all be written in own words
0‐9
15
Mechanics
15
• Almost free of spelling, punctuation, and grammatical errors.
• Follows assignment plan exactly, handling one section at a time, using good transitions between them.
• Excellent use of APSA Style
• Written in own words.
• Uses information/sources ethically and legally.
15
• Contain a few errors, which may annoy the reader but not impede understanding.
• Follows assignment plan somewhat, using some good transitions devices
• Adequate use of APSA Style
• Written in own words
• Uses information/sources ethically and legally
13
• Contains several mechanical errors, which may confuse the reader but not impede the overall understanding.
• May not follows assignment plan and has poor or no transitions.
• Poor or no use APSA Style
• May not be all in own words
• May not use all information and sources ethically and legally.
11.5
• Usually contains either many mechanical errors that block the reader’s understanding and ability to see connections between ideas.
• Does not follow assignment plan.
• Very Poor or no use of APSA
• May or not be all written in own words
• May have a problem with ethical and legal use of information.
10
• Has so many mechanical errors that it is impossible to read and follow the thinking.
• Does not follow assignment plan.
• Poor or no use of APSA
• May or not be all written in own words.
• May have a problem with ethical and legal use of information.
0‐9
15
75 = A 67 = B 59 = C 50 = D 0 = 50 75
