Analytic Writing Rubric Department
of Teacher Education
SOFD 328 Schools in a Multicultural Society
Revised: Fall 2001
Level of Performance |
Distinguished
4 points (A) |
Proficient
3 points (B) |
Basic
2 points (C) |
Unsatisfactory
1 or 0 points (D or E) |
Purpose
of Schools |
Student
provides a clear, analytical, and persuasive account of the purposes
of schools in a culturally diverse, democratic society. |
Student provides
an accurate but mostly descriptive account of the purposes of schools
in a culturally diverse, democratic society. Further analysis
is needed. |
Student provides
an adequate but uneven account of the purposes of schools in a culturally
diverse, democratic society. Further clarification and analysis
are needed. |
Student provides a very sketchy account or no account
of the purposes of schools in a culturally diverse, democratic society.
|
Ethics of Teaching
|
Student provides an exemplary account of the ethical
dimensions of teaching K-12 students in a pluralistic, democratic society.
|
Student provides a competent account of the ethical
dimensions of teaching K-12 students in a pluralistic, democratic
society. Further analysis is needed. |
Student provides
a basic account of the ethical dimensions of teaching K-12 students
in a pluralistic, democratic society. Further clarification and analysis
are needed. |
Student provides
a limited or inadequate account of the ethical dimensions of teaching
K-12 students in a pluralistic, democratic society. |
Elaboration
of Ideas |
Ideas from course
are developed in the student’s own words. There are useful examples,
insightful connections, and numerous instances of higher level thinking. |
Ideas from course are discussed
in a meaningful way, but many ideas need to be more fully
developed. There is some evidence of higher level thinking. |
Ideas from course are
discussed in a basic though sometimes superficial way. There are few
insights and no instances of higher level thinking. |
Ideas from course are
discussed inadequately. Many errors are made in statements of fact as
well as interpretation. |
Clarity of Language |
Paper is persuasively
written. The conventions of
standard written English are effectively used. |
Paper is clear with a few errors
in grammar, spelling, or word choice. |
Paper has several mistakes
in grammar and/or spelling. Words are sometimes misused; meaning is
occasionally unclear. |
Paper has many misspellings
and serious grammatical errors; meaning
is often unclear. |
Organization
of Paper |
Paper is well organized
with an introduction that forecasts the content of the essay, good transitions,
and conclusion. Every paragraph is fully developed. |
Paper is fairly well organized, but more work is needed on paragraph
sequence and development, transitions, introduction and/or conclusion. |
Paper lacks some of
the following: sound paragraph development, logical flow, transitions,
introduction, and conclusion. |
Paper lacks a coherent
structure. It has serious problems in paragraphing, logical flow, and
transitions. Weak introduction and conclusion. |
Documentation
of Sources
|
Materials from course
are accurately quoted, summarized, and cited. An accepted referencing
format is used. |
Course materials are fairly
well summarized, but some clarification is needed. An accepted
referencing format is used with some errors. |
Summary of course materials
is adequate, though limited and sometimes inaccurate. A referencing
format is used with several errors. |
Course materials
are often summarized inaccurately
or not at all. An accepted referencing
format is used with many errors or is not used at all. |
Grade: Add points and consult below.
A (24), A- (22-23), B+ (20-21), B (18-19),
B- (16-17), C+ (14-15), C (12-13), Redo (11 or less).