Copy of Summative Assessment: Discourse 200 Learning Outcomes Rubric

Levels of Achievement
Criteria
Interpret and
Analyze
Approaches
Exceeds Expectations Meets Expectations
Expectations
4 Points
The student exceeds
expectations, and can
explain interactions
between and among
different texts and
different discourse
formations.
3 Points
The student meets
the standard of the
Developing student
and can identify
important features of
the discourse
formation in which it
was created (the
Rhetorical Situation).
3 Points
The student meets
the Developing
4 Points
standard and can
The student meets the
understand how
Proficient standard and
different
Define Cultural can identify in a
communities use
nuanced manner the
Identities
discourses (oral and
ways in which
written) to produce,
different discourse
reproduce, challenge
communities interact.
and change codes,
rules, and
conventions.
Minimally
Approaches
Expectations
Does Not
Approach
Expectations
2 Points
The students meets
1 Points
the standard of the
The student can
novice and can
read, paraphrase,
identify the primary
and comprehend
and supporting
the assigned text/s.
arguments within
the assigned text/s.
0 Points
The student does
not evidence basic
summarization or
paraphrasing skills
and has difficulty
comprehending
texts.
2 Points
The student can
identify how
personal
experiences have
shaped her/his
personal,
institutional, and
cultural identities
and can explain
how other people's
experiences have
produced different
ways of thinking
0 Points
The student does
not demonstrate an
understanding of
the impact of
personal,
institutional and
cultural identities.
1 Points
The student
demonstrates a
basic
understanding of
how personal
experiences have
shaped her/his
ways of thinking
about, and
expressing,
personal,
institutional and
cultural identities.
Levels of Achievement
Criteria
Exceeds Expectations Meets Expectations
Approaches
Expectations
Minimally
Approaches
Expectations
Does Not
Approach
Expectations
1 Points
The student
demonstrates basic
level of language
awareness and of
how cultural forces
influence the
production,
interpretation and
application of
texts.
0 Points
The student does
not demonstrate
language
awareness, or the
ways in
which cultural
influences shape
the production,
interpretation and
application of
texts.
1 Points
The student can
form and support a
coherent thesis
through cogent
reasoning and
supporting
evidence. The
thesis applies
academic language
and conventions.
0 Points
The student does
not meet
expectations. The
thesis is unclear,
vague, and does
not apply
academic
language.
about, and
expressing, these
identities.
3 Points
2 Points
The student
The student
demonstrates
demonstrates
proficiency in terms
intermediate
of language
language awareness
awareness and a
and an intermediate
proficient
understanding of
understanding of how
how cultural forces
cultural forces
influence the
influence the
production,
production,
interpretation and
interpretation and
application of texts.
application of texts.
4 Points
2 Points
3 Points
The student is even
The student works
The student is clearer
more complex without
to communicate a
and more coherent in
losing clarity and
more complex
communicating a
coherence in
thesis taking into
Use of Academic communicating a thesis complex thesis taking account differences
into account
that takes into account
in personal,
Discourse
differences in
differences in personal,
institutional and
personal, institutional
institutional and
cultural identities;
and cultural identities
cultural identities and a
the student also
and a complex
complex application of
demonstrates a
application of
academic language.
more complex
4 Points
The student
demonstrates advanced
language awareness
Demonstrate CDA and an advanced
understanding of how
and CLA
cultural forces
influence the
production,
interpretation and
application of texts.
Levels of Achievement
Criteria
Exceeds Expectations Meets Expectations
academic language
and conventions.
4 Points
The student is able to
identify the codes
inherent is different
discourse communities
Communicate in
and demonstrates an
Multiple Genres
advanced ability to
persuade multiple
audiences through
rhetorically effective
oral and written
presentations.
Revise
4 Points
The student
substantially revises a
text, reworking
paragraphs, presenting
new evidence, and
reorganizing structure.
Proofreading is not an
issue. Editing always
strives for effective
communication and
Approaches
Expectations
Minimally
Approaches
Expectations
Does Not
Approach
Expectations
1 Points
The student
attempts to modify
discourse in
response to
different audience
expectations.
0 Points
The students does
not modify oral
and written
presentations to
meet the needs of
varying audiences.
1 Points
The student
produces one draft
of a text, making
relatively minor
corrections to
spelling or
grammar. Issues
with clarity and
coherence are not
addressed.
0 Points
The student does
not evidence
revision or
proofreading
resulting in work
that is unclear, and
full of errors.
application of
academic language
and conventions.
3 Points
The student is able to
identify the codes
2 Points
inherent in different The student is able
discourse
to modify oral and
communities and
written
demonstrates a
presentations to
proficient ability to meet the specific
persuade multiple
expectations and
audiences through
needs of different
rhetorically effective audiences.
oral and written
presentations.
3 Points
2 Points
The student revises The student revises
the text substantially the text in
by taking serious
significant ways
account of peer and based on peer or
instructor feedback. instructor feedback.
Proofreading is not Editing and
an issue. Editing goes proofreading are,
beyond spelling and however, largely
grammar, improving focused on spelling
the flow of ideas and and grammar.
Levels of Achievement
Criteria
Exceeds Expectations Meets Expectations
Approaches
Expectations
Minimally
Approaches
Expectations
Does Not
Approach
Expectations
involves substantial
the overall structure
reworking of the text. of the text.
Critique
4 Points
The student identifies
potential issues in
peer-level work and
offers high quality
feedback on how to
address those issues.
2 Points
The student
3 Points
The student identifies identifies potential
potential issues in
issues in peer-level
peer-level work and work, but does not
offers quality
offer quality
feedback on how to feedback on how to
address those issues. address those
issues.
1 Points
0 Points
The student reads
The student did
peer-level work for
not participate in
grammar and usage
peer review.
errors.
Research
4 Points
The student makes an
extensive search for
applicable sources,
using all resources at
their disposal. These
sources are used in a
focused manner and
the student
demonstrates an
outstanding ability to
engage and evaluate
sources according to
the discourse
community of the
source and how the
sources might speak to
3 Points
The student makes
adequate use of
library resources,
finding sufficient
sources. The student
uses sources in a
focused, appropriate
manner in discourse
examples, and
demonstrates an
ability to engage and
evaluate sources.
Citation of all texts is
mostly correct.
1 Points
The student uses
easily located
sources for factbased information
and integrates that
information into
their discourse
examples. Citation
at this level may
not be extensive
due to a great deal
of generalknowledge
information.
2 Points
The student makes
adequate use of
library resources,
finding sufficient
sources. The
student shows an
effort to integrate a
finer-grained
understanding into
their discourse than
at the Novice level.
Citation use
sufficient to reflect
sources used.
0 Points
The student did
not evidence
research skills, and
did not
demonstrate
approporiate
citations.
Levels of Achievement
Criteria
Exceeds Expectations Meets Expectations
Approaches
Expectations
Minimally
Approaches
Expectations
Does Not
Approach
Expectations
1 Points
The student makes
an attempt to
attribute source
material, but
information may
be incomplete or
not present in all
cases.
0 Points
The student fails
to attribute source
material.
each other. Citation of
all texts is correct.
2 Points
3 Points
The student
4 Points
The student attributes
The student attributes
attributes most
all source
source information,
Presentation/Style all source information
information, and
and all attributions
and all attributions
attributions mostly
meet professional
mostly meet
meet professional
standards.
professional
standards.
standards.