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iRubric: AH225 Scheduled Homework I rubric

iRubric: AH225 Scheduled Homework I rubric

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AH225 Scheduled Homework I 
Elective – due Sept. 8 in class and on workspaces
Rubric Code: Q327WB
By Teacher78
Ready to use
Public Rubric
Subject: Humanities  
Type: Assignment  
Grade Levels: Undergraduate

Powered by iRubric Homework I
5 % Enter rubric description
  Very Weak

0 pts

Weak

2 pts

Good

5 pts

Very Good

7 pts

Excellent

10 pts

Presenting
10 %

Report is free from spelling and grammatical errors and is formatted according to the guidelines provided in the homework guidelines and in the course manual guidelines for written work.
Very Weak

Contains many spelling and/or grammatical errors and is not formatted according to the guidelines
Weak

Contains some spelling and/or grammatical errors and is only partially formatted according to the guidelines
Good

Contains a few spelling and/or grammatical errors and is formatted according to most of the guidelines
Very Good

Contains one or two spelling and/or grammatical errors. Formatted according to guidelines.
Excellent

Free of spelling and grammatical errors; formatted according to guidelines.
Planning for research
20 %

Student is able to plan ahead for research (e.g. in this case by recruiting respondents on time)
Very Weak

1 respondent surveyed or multiple respondents with no discernible cultural, geographical or linguistic differences.
Weak

2 respondents from different cultural, geographical or linguistic backgrounds surveyed.
Good

3 respondents from different cultural, geographical or linguistic backgrounds surveyed.
Very Good

4 respondents from different cultural, geographical or linguistic backgrounds surveyed.
Excellent

5 respondents from different cultural, geographical or linguistic backgrounds surveyed.
Evaluating
30 %

Student is able to judge the suitability of respondents' definitions against the definitions learned in class/in the textbooks
Very Weak

Report neither cites definitions from the textbook(s) nor evaluates the suitability of respondents' definitions.
Weak

Report cites definitions from textbook(s) and identifies similarities and differences between these definitions and respondents' definitions but does not evaluate the suitability of respondents' definitions.
Good

Report does not cite any definitions from the textbook(s) but does cite respondents' definitions and may make attempt to evaluate suitability of these definitions.
Very Good

Report cites definitions from textbook(s) and identifies similarities and differences between these definitions and respondents' definitions. The suitability of respondents' definitions is critically evaluated by the student, but the student does not make explicit reference to specific sections of the textbook(s) for support.
Excellent

Report cites definitions from textbook(s) and identifies similarities and differences between these definitions and respondents' definitions. The suitability of respondents' definitions is critically evaluated by the student, who makes explicit reference to specific sections of the textbook(s) for support.
Analyzing
40 %

Student is able to identify patterns in respondents' answers and attribute these patterns to some cause/reason; alternatively, student is able to identify the absence of a pattern in the respondents' answers and to attribute the absence of a pattern to a cause/reason
Very Weak

No patterns are identified or no reference to an absence of patterns is made.
Weak

Patterns in the data are identified where they do not exist; patterns which are obvious in the data are overlooked.
Good

Patterns in the data (or absence of patterns) explicitly pointed out in the report. Reasons/causes for these patterns are not hypothesized.
Very Good

Patterns in the data (or absence of patterns) explicitly pointed out in the report. Reasons/causes for these patterns (or absence) are hypothesized, but the student does not make explicit reference to material in the textbook(s) in supporting the hypothesis.
Excellent

Patterns in the data (or absence of patterns) explicitly pointed out in the report. Reasons/causes for these patterns (or absence) are hypothesized, based on explicit reference to material in the textbook(s) which is used in supporting the hypothesis.



Keywords:
  • language, sociolinguistics, variation, attitudes

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