HGP Rubric: This document below defines the categories of assessment and the levels of student performance that are equated with a grade. If you have questions, please contact your professor.
|
Grade Level |
Category 1: Structure of Argument |
Category 2: Evidence |
Category 3: Quality of Writing |
|
A: Superior Work |
Thoughtful, clear, and insightful thesis and fully developed argument |
Well-chosen supporting evidence that is accurately described, balanced, and varied |
Writing clearly supports the thesis and is effectively structured, grammatically correct, and stylistically pleasing |
|
B: Good Work |
Clear Thesis and a logically developed argument |
Each point is supported by defensible evidence |
Writing is focused in support of the thesis and is grammatically correct |
|
C: Average Work |
Argument addresses main points of the question |
Some support of main points |
Writing is generally grammatically correct |
|
D: Below Average Work |
Argument is related to the question; thesis is unclear or absent. |
Includes evidence related to topic |
Writing communicates ideas, although it is characterized by errors of syntax, mechanics, and usage. |
|
F: Unacceptable Work |
Argument is undeveloped, or unclear, or unrelated to the essay topic, or contradictory, or devoid of analysis |
Includes little or no evidence |
Writing is seriously flawed, and includes gibberish, jargon, psycho-babble, and/or fatal technical flaws. |
This rubric is designed to guide the evaluator of an essay in making qualitative distinctions among students' writings. The evaluator must find strong evidence that the student has met at least two of the three criteria in a given grading level before awarding that grade. Evaluators may use the rubric to give an holistic assessment (e. g.: A) but highlight a specific criteria that was not met at the same level (e. g.: Category 3--B).
In the event that an evaluator scores an essay in two categories at a given level, the third category can be scored no more than one level below the level of the first two categories in order for the evaluator to assign an overall grade at the level of the assessment of the first two categories. For example, if an evaluator believes a given paper merits an A in categories one and two, but believes that category three merits a C, the evaluator may not assign a grade of A. Instead, a grade of B should be awarded.