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iRubric: Copy of ESSAY TEST RUBRIC
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Copy of ESSAY TEST RUBRIC
Copy of ESSAY TEST RUBRIC
This rubric assesses student performance on essay tests. The required number of sentences/paragraphs are indicated on the test.
Rubric Code:
V49C5C
By
JCone86
Ready to use
Public Rubric
Subject:
English
Type:
Writing
Grade Levels:
9-12, Undergraduate
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Blue Book Exam Rubric
Exceptional
12 pts
Excellent
8 pts
Good
6 pts
Fair
4 pts
Unacceptable
2 pts
Quality of Thesis/Details
Exceptional
Student response far exceeds what is expected. Essay thesis is well-supported with textual evidence, and shows highly insightful interpretation which indicates higher level thinking.
Excellent
Student response exceeds what is expected. Essay is mostly supported with textual evidence. Responses include some interpretation demonstrating higher level thinking.
Good
Student response meets expectations. Essay is somewhat supported with textual evidence but may not stick to the thesis. The student responds beyond the basic level of the question to provide some interpretation.
Fair
Student response, although somewhat correct, is lacking in relevant details and supporting examples and/or interpretation. Essay often gets off topic and wanders from the thesis.
Unacceptable
Student response is largely incorrect. It does not answer the question nor does it have supporting details to provide an idea of any mastery of the text.
Quality of Critical Thinking
Exceptional
Student clearly and consistently analyzes the text in terms of meaning rather than plot.
Student consistently considered the text from original angles and with surprising original ideas not necessarily discussed in class.
Excellent
Student response mostly analyzes the text in terms of meaning rather than plot.
Student has moments of brilliance where they think about the text in unusual or original ways.
Good
Student has some clear analysis, but an equal amount of plot summary. Student shows a solid grasp of the thinking that was started and generated in class.
Fair
Although there are glimmers of analysis, the student uses plot summary to generate most of the prose. Student shows only the thinking done in class, and sometimes does not seem able to elaborate on that thinking or understand it completely.
Unacceptable
No discernable analysis. Student does not think deeply about the ideas presented.
Completeness
Exceptional
Student responds fully to the essay question including concrete examples and points from the text to prove his/her thesis.
Excellent
Student response is long enough to complete the proving of the thesis, but could use more evidence and support.
Good
Student response shows enough length to state the thesis but supporting points are often repetitive.
Fair
Student response states the thesis, but lacks the necessary detail and essay length to prove it.
Unacceptable
There is not enough of a response here to warrant any points.
Mechanics/Readability
Exceptional
Student always responds in complete sentences.
Sentences vary in length and are grammatically correct.
The paper is neatly and clearly written - representing the student's personal best.
Excellent
Student responds in complete sentences.
Sentences are mostly grammatically correct.
The paper is neatly and clearly written.
Good
Student responds in complete sentences most of the time.
Sentences are generally grammatically correct, with a few minor errors that do not impact the readability of the essay.
The paper is neatly and clearly written.
Fair
Student does not always respond in complete sentences.
Sentences contain grammar errors that sometimes make the paper difficult to read.
Unacceptable
Student frequently responds in incomplete or grammatically incorrect sentences, making the paper difficult to read. The paper does not meet minimum acceptable standards.
Reflection/Test Taking
Exceptional
Student clearly used the strategies for taking an essay test and was able to articulate how they used them. Student's evaluation of his/her own work was thoughtful, insightful and accurate.
Excellent
Student used some strategies for taking essay tests and explained how. Student realized what strategies he/she could have used better. Student's evaluation of his/her work shows some insight but could be more rigorous.
Good
Student used some strategies for taking the test, but ignored important strategies that were available to him/her. Student was able to explain where he/she went wrong. Student's evaluation of his or her work was accurate in some areas but missed others.
Fair
Student didn't seem to have used the strategies available to him/her very well. Student was unable to clearly access where he/she went wrong in areas, but had some ideas for improvement. Student's evaluation of his/her work was superficial.
Unacceptable
Student did not seem to use or be aware of any strategies for essay test taking. Student was unable to articulate what he/she didn't do and how he/she could do better the next time. Student's evaluation or his/her work was clearly inaccurate and unconsidered.
Keywords:
undergraduate essay test
Subjects:
English
Foreign Languages
History
Types:
Writing
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