Copy of Summative Assessment: Discourse 300 Learning Outcomes Rubric
Levels of Achievement
Criteria
Community
Engagement
Minimally
Does Not
Approaches
Approach
Expectations
Expectations
1 Points
The student
3 Points
2 Points
0 Points
The students engages The student
demonstrates basic The student does
in complex
identifies a
understanding of not identify,
community issues
community issue
community issues analyze or enage
through thorough
and works towards but does not fully a community
analysis.
analysis.
engage or analyze issue.
the topic.
3 Points
2 Points
0 Points
The student
The student
The student does
1 Points
demonstrates
demonstrates
The student
not demonstrate
proficiency in terms
intermediate
demonstrates basic language
of language
language awareness level of language awareness, or the
awareness and a
and an intermediate awareness and of ways in
proficient
understanding of
how cultural forces which cultural
understanding of how
how cultural forces influence the
influences shape
cultural forces
influence the
production,
the production,
influence the
production,
interpretation and interpretation and
production,
interpretation and application of texts. application of
interpretation and
application of texts.
texts.
application of texts.
3 Points
2 Points
1 Points
0 Points
The student is clearer The student works The student can
The student does
and more coherent in to communicate a form and support a not meet
Approaches
Exceeds Expectations Meets Expectations
Expectations
4 Points
The students exceeds
expectations by
engaging complex and
nuanced community
issues through
thorough, original and
insightful analysis.
4 Points
The student
demonstrates advanced
language awareness
Apply CDA and and an advanced
understanding of how
CLA
cultural forces
influence the
production,
interpretation and
application of texts.
Use of Academic 4 Points
The student is even
Discourse
more complex without
Levels of Achievement
Criteria
losing clarity and
coherence in
communicating a thesis
that takes into account
differences in personal,
institutional and
cultural identities and a
complex application of
academic language.
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
Minimally
Approaches
Expectations
communicating a
more complex
coherent thesis
complex thesis taking thesis taking into through cogent
into account
account differences reasoning and
differences in
in personal,
supporting
personal, institutional institutional and
evidence. The
and cultural identities cultural identities; thesis applies
and a complex
the student also
academic language
application of
demonstrates a
and conventions.
academic language more complex
and conventions.
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 1 Points
discourse
to modify oral and The student
communities and
written
attempts to modify
demonstrates a
presentations to
discourse in
proficient ability to meet the specific
response to
persuade multiple
expectations and
different audience
audiences through
needs of different expectations.
rhetorically effective audiences.
oral and written
presentations.
3 Points
2 Points
1 Points
The student revises The student revises The student
the text substantially the text in
produces one draft
Exceeds Expectations Meets Expectations
4 Points
The student
substantially revises a
Approaches
Expectations
Does Not
Approach
Expectations
expectations. The
thesis is unclear,
vague, and does
not apply
academic
language.
0 Points
The students does
not modify oral
and written
presentations to
meet the needs of
varying
audiences.
0 Points
The student does
not evidence
Levels of Achievement
Criteria
Critique
Research
Minimally
Approaches
Expectations
text, reworking
by taking serious
significant ways
of a text, making
paragraphs, presenting account of peer and based on peer or
relatively minor
new evidence, and
instructor feedback. instructor feedback. corrections to
reorganizing structure. Proofreading is not Editing and
spelling or
Proofreading is not an an issue. Editing goes proofreading are, grammar. Issues
issue. Editing always beyond spelling and however, largely
with clarity and
strives for effective
grammar, improving focused on spelling coherence are not
communication and
the flow of ideas and and grammar.
addressed.
involves substantial
the overall structure
reworking of the text. of the text.
2 Points
The student
4 Points
3 Points
The student identifies The student identifies identifies potential 1 Points
potential issues in peer- potential issues in
issues in peer-level The student reads
level work and offers peer-level work and work, but does not peer-level work for
high quality feedback offers quality
offer quality
grammar and usage
on how to address
feedback on how to feedback on how to errors.
those issues.
address those issues. address those
issues.
4 Points
3 Points
2 Points
1 Points
The student makes an The student makes
The student makes The student uses
extensive search for
adequate use of
adequate use of
easily located
applicable sources,
library resources,
library resources, sources for factusing all resources at finding sufficient
finding sufficient based information
their disposal. These
sources. The student sources. The
and integrates that
sources are used in a
uses sources in a
student shows an information into
focused manner and the focused, appropriate effort to integrate a their discourse
student demonstrates manner in discourse finer-grained
examples. Citation
Exceeds Expectations Meets Expectations
Approaches
Expectations
Does Not
Approach
Expectations
revision or
proofreading
resulting in work
that is unclear,
and full of errors.
0 Points
The student did
not participate in
peer review.
0 Points
The student did
not evidence
research skills,
and did not
demonstrate
approporiate
citations.
Levels of Achievement
Criteria
examples, and
demonstrates an
ability to engage and
evaluate sources.
Citation of all texts is
mostly correct.
understanding into
their discourse than
at the Novice level.
Citation use
sufficient to reflect
sources used.
Minimally
Does Not
Approaches
Approach
Expectations
Expectations
at this level may
not be extensive
due to a great deal
of generalknowledge
information.
3 Points
The student attributes
all source
information, and
attributions mostly
meet professional
standards.
2 Points
The student
attributes most
source information,
and all attributions
mostly meet
professional
standards.
1 Points
The student makes
an attempt to
0 Points
attribute source
The student fails
material, but
to attribute source
information may be material.
incomplete or not
present in all cases.
Exceeds Expectations Meets Expectations
an outstanding ability
to engage and evaluate
sources according to
the discourse
community of the
source and how the
sources might speak to
each other. Citation of
all texts is correct.
4 Points
The student attributes
Presentation/Style all source information
and all attributions
meet professional
standards.
Approaches
Expectations