III RESEARCH WORK Analytic Rubric 5 4 3 2 1 Shows a Shows a Shows a Shows a thorough and comprehensiv Shows little Comprehensio basic limited thoughtful e understandin n of Text understandin understandin understandin understanding g of the text. g of the text. g of the text. g of the text. of the text. Includes at least 3 Includes 3 specific Includes 2-3 Includes 1-2 specific textual textual details general general details that that clearly textual details textual details generally support each in each body in each body Does not support each Textual topic paragraph. paragraph. include topic sentence. Evidence sentence. Uses 1 or 2 Uses 1 textual Uses 2 Uses at least sentences of sentence of details. sentences of 2 sentences commentary commentary commentary of per concrete per concrete per concrete commentary detail. detail. detail. per concrete detail. Essay is well- Essay is Essay is Essay needs Essay is one organized, organized, and somewhat to be better paragraph or Organization including a all necessary organized. organized. does not have strong intro, elements are Intro includes Thesis any thesis present. The a weak thesis statement is appearance statement that directly statement. connects to hard to find. thesis is Body of three body Includes present but not paragraphs organization. paragraphs, fewer than welldo not No thesis and a three body supported. connect well statement. thoughtparagraphs. to the thesis. provoking conclusion. Formal Voice Uses a Uses a variety Uses mostly Uses mostly Uses no variety of sentence types and precise, descriptive language to establish a formal voice. Sentence Fluency & Grammar Format of sentence types and some descriptive language to establish a formal voice. simple and compound sentences. Includes some descriptive language. simple sentence sentences variety. Voice with little to is not formal. no descriptive language. Contains Contains 0-1 Contains 4-5 Contains 2-3 more than 6 grammatical grammatical grammatical or grammatical or syntax or syntax syntax errors. or syntax errors. errors. errors. Three or One format Two format All formal more format specification specifications specifications specifications was not were not were followed were not followed (12- followed (12(12-point font followed (12point font in point font in in Times New point font in Times New Times New Roman, 1Times New Roman, 1-inch Roman, 1inch margins, Roman, 1margins, inch margins, double inch margins, double double spaced). double spaced). spaced). spaced). Contains serious grammatical or syntax errors. Paper was not typed. Total Score Teacher Comments Holistic Rubric Description Score The presenter spoke clearly, held eye contact throughout the presentation, used more than two visual aids (including multimedia), stood up straight without hands in 5 pockets, answered questions, and spoke for more than 5 minutes. The presenter spoke clearly most of the time, looked down at notes but mostly held eye contact, used two visual aids (including multimedia), mostly stood up straight, 4 answered one or two questions, and spoke for 4-5 minutes. The presenter spoke clearly for part of the time, mostly looked at notes but made 3 eye contact a few times, used two visual aids (no multimedia), stood up straight for part of the time, answered one question, and spoke for 2-4 minutes. The presenter did not speak clearly, made eye contact a few times, used one visual aid (no multimedia), slouched or put hands in pockets a few times, did not 2 answer questions, and spoke for 1-2 minutes The presenter was difficult to understand, did not look up from notes, did not have visual aids, slouched or put hands in pockets for most of the presentation, did not 1 answer questions, and spoke less than 1 minute. The presenter did not prepare a presentation. 0 Teacher comments: We can notice in the first example of an analytic rubric for a language arts literary essay that it is very detailed and each skill is evaluated separately. In the second example, many skills are combined for one score which means that holistic rubric is a general rubric that lists a few levels of performance. Projects with analytic rubrics take longer to grade, but they are informative to teachers as summative assessment tools. It is also useful in any subject in which the teacher needs to monitor discrete skills. Holistic rubrics are more complex but they aren't as helpful for assessing specific skills within a project. It's possible for students to score between two levels if they achieve some criteria but not others. In this type of rubric, scoring is faster than with analytic rubric. The two rubrics are designed to guide students in doing their tasks and it tells them exactly what is expected from them. It’s also designed to be a handy assessment and grading tool for the teacher. Name: Ana Theresa L. Crispin BEED-III Subject: EDUC 106 Instructor: Dr. Jennifer C. Remperas II CREATING Analytic Rubric for Essay Writing 4 3 2 1 Focus The writing contains sharp, distinct controlling point with evident awareness of task. The writing has no apparent point but evidence of a specific topic The writing contains minimal evidence of a topic. Content The writing contains substantial, specific content demonstrating strong development and sophisticated ideas. The writing contains apparent point with sufficient awareness of task The writing contains sufficiently developed content with adequate elaboration. The writing contains limited content with inadequate elaboration The writing contains minimal content with no elaboration. Organization The writing contains an effective and relevant introduction, utilizes organizational strategies to create a unified whole and contains effective concluding statement. The writing contains relevant introduction, utilizes adequate organizational strategies and contains relevant concluding statement. The writing contains no or an irrelevant introduction, demonstrates an unclear organizational structure, and contains no or an irrelevant concluding statement. Style Generic use of a variety of words and sentence structures that may not create writer’s voice and tone appropriate to audience. The writing contains a limited introduction. Demonstrates an attempt to use organizational strategies, and contains a limited concluding statement. Limited word choice and control of sentence structures that inhibit voice and tone. Precise, illustrative use of words and sentence structures to create writer’s voice and tone appropriate to audience. Minimal variety in word choice and minimal control of sentence structures. Conventions Evident control of grammar, mechanics, spellings, usage and sentence formation. Sufficient control of grammar, mechanics, spelling, usage and sentence formation. Limited control of grammar, mechanics, spelling, usage and sentence formation. Minimal control of grammar, mechanics, spelling, usage and sentence formation. Holistic Rubric for Essay Writing The writing contains sharp controlling point made with an awareness of task about a specific topic. It has specific content demonstrating strong ideas and utilizes 4 organizational strategies with effective introduction and concluding statement. Proper use of words and sentence structures with evident control of grammar, mechanics and spelling. The writing contains apparent point made with sufficient awareness of task. It has sufficiently developed content with adequate elaboration. It utilizes adequate 3 organizational strategies with effective introduction and concluding statement. Generic use of words and sentence structures with sufficient control of grammar, mechanics and spelling. The writing has no apparent point but evidence of a specific topic. It contains limited content with inadequate elaboration. It demonstrates an attempt to use organizational 2 strategies, and contains a limited introduction and concluding statement. Limited word choice and sentence structures with limited control of grammar, mechanics and spelling. The writing contains minimal evidence of a topic. It has minimal content with no elaboration. It demonstrates an unclear organizational structure with no or an 1 irrelevant introduction and concluding statement. Minimal variety in word choice and sentence structures with minimal control of grammar, mechanics and spelling.
