Rubric: The student's paper is evaluated along four dimensions, these having to do respectively with the quality of research the student has performed concerning the topic, the quality of analysis/evaluation, the effectiveness of the presentation and organization of the paper, and the overall style of writing. Note that the first two dimensions are concerned with the lifelong learning outcome (program outcome (i)), the last two are concerned with effective written communication (outcome (g)). Each of these dimensions is assigned a score of 1 through 4, these values representing increasing degrees of achievement in the particular dimension, as described in the table below in the rows corresponding to the various dimensions. The last column are the actual scores assigned to this particular student, based on his or her actual performance, along the four dimensions. The overall total score is assigned by simply adding together the scores corresponding to the four dimensions.
Some of the ideas for this rubric came from information at: http://www.uwstout.edu/soe/profdev/rubrics.shtml.
Name of person being evaluated: __________________________________________
Course and quarter of evaluation: __________________________________________
|Research/ gathering information||Collects minimal information and about just the particular tool/technology;||Collects adequate information about the tool but not much about related ones;||Collects adequate information about the tool as well as the related ones;||Digs up all kinds of information, follows leads all the way, comes up with exhaustive information including all the background.|
|Analysis/ evaluation||Analysis simply involves restating gathered information; claims not supported by evidence;||Some analysis done but somewhat shallow; some supporting evidence;||Careful analysis; good supporting evidence for conclusions;||Detailed analysis accounting for all the information; conclusions extremely well supported.|
|Presentation of ideas/ organization of paper||Bland presentation; sequencing and pace of topics seems random; doesn't lead up to any clear conclusions;||Some of the ideas are presented well; others are lacking; offers plausible conclusion(s);||Ideas are well organized and help the reader move along; the key points are presented but does not demonstrate in-depth understanding; leads up to convincing conclusion(s);||The paper is clear and focused; relevant, quality details give the reader important information; helps the reader develop *insight* into the topic.|
|Style||Occasional problems with word choices and sentence structure, leaving the reader unsure of the meaning; often resorts to jargon/ cliches;||Words and sentences are adequate in general but lack energy; reader has to struggle to keep reading to the end;||Good writing style; sentences flow smoothly and evenly;||Compelling writing style; connects strongly with the reader and keeps him or her engaged right to the end.|
Evaluator's name: __________________________________________
Date of evaluation: __________________________________________