Teaching to Learn, Learning to Teach

JOIN THE CONVERSATION—FAIR ASSESSMENT

Question to Consider:

I think the preceding ideas provide for effective and fair assessment. Do you agree? Ex-

plain.

SECTION C: SAMPLE ASSESSMENT RUBRICS

FIG. 8.2 Rubric for assessing an essay by Christina Agosti-Dircks.

15 points total Weak Satisfactory Strong

Introduction

3 pts.

0–1: Confused and in-

complete.

2: A clear but brief

statement.

3: A clear and well-

developed statement.

Use of evidence to sup-

port argument

6 pts.

1–2: Insufficient or inac-

curate evidence.

3–4: Sufficient evidence,

but not well devel-

oped. (or) Well devel-

oped, but in need of

additional evidence.

5–6: Sufficient informa-

tion that strongly sup-

ports the position

taken in the introduc-

tory statement.

Conclusion

3 pts.

0–1: Insufficient, un-

clear. Not based on

the evidence.

2: Some problems with

either the clarity or

logic of the argument.

3: A clear concluding

statement that follows

from the introduction

and the evidence.

Quality of writing

3 pts.

0–1: Serious problems

with clarity, spelling,

grammar, and para-

graph structure.

2: Some problems with

clarity, spelling, gram-

mar, and paragraph

structure.

3: A well-written essay

with minimal prob-

lems.

FIG. 8.3 Rubric for assessing a written analysis or critique paper.

Weak (0–1) Satisfactory (2–3) Strong (4–5)

1. Clear, interesting, and informative
   introduction, summary, and conclusion.


2. Each paragraph has a main idea.


3. Identifies and explains social forces.


4. Explains different perspectives.


5. Author’s views are clearly identified.


6. Appropriate information.


7. Effective use of details and examples.


8. Connections with current issues.


9. Satisfies writing requirements.


10. Satisfies project requirements.

Total Points _______× 2 = Assignment Grade _______

ASSESSMENT 209