Grading rubric for essays high school

Physics Exam Problems
  1. Comparison as a fresh view on the problem
  2. Rubric for Assessment of the Personal Essay
  3. Rubrics and Writing: Demystifying Essays in AP Psychology

Excellent transitions from point to point. Paragraphs support solid topic sentences.

Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences. Generally unclear, often wanders or jumps around.

Comparison as a fresh view on the problem

Few or weak transitions, and there are many paragraphs without topic sentences. Unclear, often because thesis is weak or non-existent. Transitions confusing and unclear. Few topic sentences. No evidence structure or organization. Primary and secondary source information incorporated to buttress every point.

Examples support thesis and fit within paragraph. Excellent integration of quoted material into sentences. Factual information is incorporated. Examples used to support most points. Some evidence does not support point or may appear where inappropriate. Quotations are integrated well into sentences.

Some factual information is incorporated. Examples support some points. Quotations may be poorly integrated into sentences. There may not be a clear point.

Rubric for Assessment of the Personal Essay

Moderate amount of factual information is incorporated. Very few or weak examples and factual information. General failure to support statements, or evidence seems to support no particular point.

essays for rubric grading

No attempt has been made to incorporate factual information or interpret primary and secondary sources. All ideas flow logically; the argument is identifiable, reasonable, and sound. Author anticipates and successfully defuses counter-arguments; makes novel connections which illuminate thesis. Argument is clear and usually flows logically and makes sense. Both identify criteria for the essay, but then their paths diverge. Analytical rubrics are broken down into a grid explaining different measurement levels of each criteria.

Fans of the analytical rubric find them incredibly helpful for evaluating how different criteria are fulfilled and for calculating grades, but they can prove to be unwieldy to create and time-consuming to apply.

However, when assessment and data collection are a reality of writing instruction, analytical rubrics are useful in departmental assessments. As an alternative, Gonzalez suggests a three-column format that gives teachers the opportunity to pinpoint feedback to individual students.

This unique holistic rubric allows teachers to provide detailed feedback while also judging a piece of writing with a criteria-driven framework. Holistic rubrics tend to combine the necessary criteria into one single grade assessment of the overall piece, having closely measured that piece against the requirements for the writing assignment.

Rubrics, say critics, result in standardized measurement of standardized writing, which is hardly the purpose of writing instruction. Alfie Kohn concedes that rubrics might be helpful as one of a wide variety of sources a teacher could consult as they design instruction, but that rubrics should never drive instruction — nor should they be shared with students as a design element of their writing.

Rubrics and Writing: Demystifying Essays in AP Psychology

He cites research supporting the idea that targeted rubrics result in student writing with less, not more, depth of thought. These pieces of writing might measure well on a rubric, but result in students who do not have confidence in their own ability to decipher the rules of writing without using a rubric as a guideline for creation. Another critic of rubrics, Maja Wilson, suggests that writing offers its own set of criteria and that each piece should be examined individually.

Without rubrics, some instructors grade student essays as a full and complete work that sets its own boundaries through its chosen audience.