Creating a scoring rubric

Analytical Scoring Rubric 1=unsatisfactory 2=Minimal competence 3=competent 4=exemplaryAdvertising We will write a custom essay sample on Creating a scoring rubric specifically for you for only $16.05 $11/page Learn More Scoring rubric for social science essay assignment Aspects Criteria (Descriptions of Scoring Levels) Score Editorial Aspect 1: Clarity, organization, word usage, and understandability Student has shown no evidence of clarity, organization, word usage and ease of understanding. Articulation of response is poor Response articulation is not detailed. There is limited evidence of clarity, organization, usage of words, and understandability Response articulation is plausible. The candidate has shown competency in clarity, organization, word usage, and understandability of paper Response articulation is competent. The candidate has shown high competency in clarity, organization, word usage, and understandability of paper Editorial Aspect 2: Grammar punctuation and spelling The student’s work has numerous grammar, punctuation and spelling mistakes that interfere with the flow and meaning of essay. The student’s work contains major grammar, punctuation and spelling mistakes that disrupt the flow and clarity of response The student’s contains no grammar, punctuation and spelling mistakes but has a few detectable minor mistakes The student’s work has no grammar, punctuation and spelling mistakes that are readily detectable therefore the response is meaningful and clear Editorial Aspect 3: Paper quality Student’s paper is completely substandard with no quality Incompetence in writing and research skills The student provides sufficient logical explanation of the five required point of view. The student displays paper of high quality with no errors. Student show impressive understanding of the topic Editorial Asp ect 4: Introduction and conclusion The student fails to provide a logical conclusion that summarizes the five required points of view The student provides an insufficient summary of the main points. The conclusion is generally weak and does not explain much The student provides sufficient summary of the main points. The conclusion is generally strong but too short with few details The student provides sufficient and well articulated summary of the main points. The conclusion is strong and does not leave out any detail of the discussion Content Aspect 1: Five different point of view: slavery, nationalism sectionalism, territorial crisis, and state rights The student fails to provide a description and comparison of any point of view as to why the US civil war occurred. There is no clear evidence of the relevance in the student’s discussions The student clearly provides only two of the five required point views as to why the US Civil War occurre d. There is limited evidence of relevance of discussion The student only provides at least four of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion The student provides all of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion. Content Aspect 2: comparing critical aspects The student fails to provide a description and comparison of any point of view as to why the US civil war occurred. There is no clear evidence of the relevance in the student’s discussions The student clearly provides only two of the five required point views as to why the US Civil War occurred. There is limited evidence of relevance of discussion The student only provides at least four of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion The student provides all of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion. Content Aspect 3: Depth of research The student fails to provide a logical explanation of the five required point of view. The student only mentions a few of the points with no logic detail information about the issues The student provides a logical explanation of the five required point of view but with minimal competency. The student only mentions a few of the points with no logical detail information about the issues The student provides sufficient logical explanation of the five required point of view. The student mentions at least all of the points with no logic detail information about the issues The student provides sufficient logical explanation of the five required point of view. The student mentions at least all of the points with logic detail in formation about the issues Content Aspect 4: in-text citation and references The student fails to use 3 primary and 2 secondary sources or fails to include any in-text citation or references for the primary and secondary sources used The student only provides at least two in-text citation for the required number of sources The student uses five sources ( three primary and two secondary sources) and gives appropriate references and in-text citation but with formatting errors based on APA standards The student uses five sources ( three primary and two secondary sources) and gives appropriate references and in-text citation but with no formatting errors based on APA standards Level of performance Unsatisfactory The lowest level of performance is unsatisfactory. This level gets a score of 1. Generally, a candidate who gets this score did not understand the assignment in any way (Tierney and Marielle, 2004). There is an obvious lack of understanding of what is required. Both editorial and content aspects are poorly displayed (Tierney and Marielle, 2004). Clearly, the student did not take time to do the assignment well. Minimal competence This is the second lowest level of performance. Student’s work in this level has a few major mistakes and other minor mistakes (Tierney and Marielle, 2004). The student shows inadequate understanding of the assignment. The logic of argument also lacks clarity making it hard for the reader to understand (Tierney and Marielle, 2004). Basically the student failed to take time to do the assignment and therefore was forced to do it in a rush (Tierney and Marielle, 2004). Competent This level of performance is good and satisfactory. The student will show an understanding of all aspects needed to be measured. There are no major mistakes but there can be a few detectable minor mistakes (Mertler, 2001). Exemplary This is the highest level of performance. The student shows high competence of understand an d responding to the assignment (Moskal, 2000). The work is free of major and minor errors. This level shows that student spent quality time to research and do the assignment (Moskal, 2000). References Mertler, C. 2001, ‘Designing scoring rubrics for your classroom’, Practical assessment,  research and evaluation, vol. 7, no. 2, Viewed on https://pareonline.net/getvn.asp?v=7n=25Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moskal, B. 2000, ‘Scoring Rubrics: What, when and how?’, Practical assessment  research and evaluation, vol. 7, no. 3, Viewed on https://pareonline.net/getvn.asp?v=7n=3 Tierney, R. Marielle, S. 2004, ‘What’s still wrong with rubrics: focusing on the consistency of performance criteria across scale levels‘, Practical assessment research and evaluation, vol. 9, no. 2, Viewed on https://pareonline.net/getvn.asp?v=9n=2 This essay on Creating a scoring rubric was written and submitted by user Ignacio Lindsay to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.