Grading Rubric - CMU



Criteria Levels of Achievement

| |Sophisticated |Competent |Not Yet Competent |

| |(3 points each) |(2 points each) |(1 point each) |

|Research | | | |

|Quality (e.g. use of varied sources, evaluated and validated |Information is accurate; resources are legitimate; |Information is mostly accurate with only a |Information is unreliable and/or |

|sources, accurate information) |resources are varied when appropriate |few minor errors; one resource may be |inaccurate; resources are not valid |

| | |questionable; resources good but not varied| |

| | |enough | |

|Broad spectrum of information (e.g. on political, economic, |Includes all five dimensions |Includes four of the five dimensions |Includes three or lessdimensions |

|social, historical and geographical dimensions) | | | |

|Content of Presentation | | | |

|Substantive use of information (e.g. explanations on |Explanations of dimensions are complete and helpful |Explanations are complete and helpful but |Incomplete and/or not helpful |

|political, economic, social, historical and geographical |and indicate how the dimensions interact with each |include little or no interaction among |explanations with little or no indication|

|dimensions are complete and helpful; made connections, |other; draw conclusions, make connections and |dimensions or explanations aren’t quite as |of interaction among dimensions; presents|

|inferences, drew conclusions, noted convergence and |inferences |complete or helpful but there is an |others’ information without analysis |

|divergence among resources) | |indication of interaction among dimensions;|(e.g. drawing conclusions, making |

| | |draw some conclusions and make some |comparisons, connections and inferences) |

| | |inferences but miss obvious ones | |

|Effective slides (e.g. coherent, logical progression, well |Slides clearly aid the speaker in telling a coherent |For the most part slides are helpful in |Slides interfere with the story |

|organized, include main points not details, “tell a story”) |story |telling the story with only a few glaring | |

| | |problems | |

| | | | |

|Communication | | | |

|Clarity (e.g. explains ideas well, integrates with slides, |Presentation is coherent, with clear introduction, |Presentation is coherent for the most part,|Presentation lacks coherence |

|clear introduction and conclusion, obvious transitions, |transitions, language use, and conclusion; speaker |but missing 1 or 2 important elements | |

|doesn’t use jargon, demonstrates knowledge of key points, |demonstrates intimate knowledge of the subject | | |

|responds well to questions) | | | |

|Style (e.g. speaks in sentences, clear enunciation, fluent |Presentation is polished, speaker uses sentences, |Presentation is polished, for the most |Presentation is not polished |

|delivery, well paced, maintains eye contact, fits time |enunciates well, is fluent in the delivery, maintains|part, but missing 1 or 2 important elements| |

|requirement, clearly practiced) |an effective pace and eye contact, doesn’t run over | | |

| |allotted time | | |

|Self-Evaluation | | | |

|Analysis of group process and individual role within it |Clearly articulates what worked well and why, what |Discusses only two of the three; discusses |Does not articulate any of the three – |

| |did not work well and why, and ways to increase |group without discussing self; discusses |what worked well and why, what didn’t |

| |effectiveness and efficiency of group process in the |self without discussing group |work well and why, how to improve |

| |future, considering self as well as others | | |

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