Finally, after all the research, I feel more confident in writing rubrics. I also feel more justified in the need and use of them. I am excited to try some student-generated rubrics, and I also want to use rubrics as a department. In that spirit, I have created a draft of a rubric to use for the College Composition I final exam. I plan to present this to the department to start some discussions about conistency and standards for the exit exam.
Here is the draft:
College Composition I Final Exam
To pass the course, students must receive a “D” or better on a departmentally-administered final examination of 500-700 words. The final will be written using word processing skills during the assigned final exam period. A standard dictionary may be used during the final exam.
TASK DESCRIPTION: Write a clear, professional essay of 500-800 words on a topic given by the instructor. A mode of writing may also be given.
|DIMENSIONS||Exceeds outcomes||Meets outcomes||Does not meet outcomes||Comments and points|
Content and purpose
|□ Paper has a clear, original, and interesting thesis or focus that engages audience and has a clear purpose.□ Content of the paper demonstrates complex and creative ideas and thoughts.□ Thesis and ideas are supported with specific and interesting examples and details appropriate to audience.
□ If sources are used, they are used appropriately, introduced and given credit.
|□ Paper has a thesis that focuses the paper and has a purpose and an audience. □ Content of the paper demonstrates specific ideas and thoughts.□ Thesis and ideas are supported with examples and details.
□ If sources are used, they are introduced or given credit.
|□ Paper does not have a clear thesis, purpose, or audience. □ Content of the paper demonstrates only simple thoughts or ideas and may not meet word requirements.□ Thesis and ideas are not supported with examples and details.
□ If sources are used, they are not clearly introduced or cited.
|□ Paper is effectively organized, and paragraphs tie back to thesis.□ Paragraphs are clearly focused and linked together.□ Paper has an engaging and clear title, introduction, and conclusion.
|□ Paper has a clear organization, but ideas might not always tie to thesis.□ Paragraphs are focused but may lack transitions.□ Paper has a title, introduction, and conclusion.
|□ The paper’s organization is unclear or ineffective.□ Paragraphs are unfocused and lack transitions.□ Paper does not have a title, introduction, or conclusion.
|Style and point of view 20 points||□ Paper shows a unique style created through sentence and word choice.□ Style is consistent and appropriate to audience.□ Style is economical with no unneeded words or passive construction.
□ Point of view/pronoun use is clear and consistent.
|□ Paper has an identifiable style.□ Style is mostly consistent and appropriate to audience.□ Style may have some vagueness or wordiness.
□ Point of view/pronoun use is mostly consistent and clear: may have some errors or shifting.
|□ Paper has no clear style or tone. □ Style is inconsistent or inappropriate to audience and purpose.□ Style is wordy, vague, and passive.
□ Point of view/pronoun use inconsistent and unclear.
|Professionalism15 points||□ Paper has correct heading and formatting (1 inch margins, 12 point font), and page numbers.□ Grammar and punctuation are used effectively to enhance ideas in the paper. Errors are minimal.□ Sentences are varied and fit with ideas in the paper.
|□ Paper has mostly correct heading and formatting (1 inch margins, 12 point font), and page numbers—may have small errors.□ Grammar and punctuation are used purposefully, and errors in grammar and syntax are few and do not distract from paper’s meaning or style.□ Sentences are clear but may be unvaried.||□ Paper does not have correct heading, formatting, or page numbers. □ Grammar and punctuation errors get in the way of the ideas in the paper.□ Sentences are unvaried, vague, and confusing.|
|Total Points: 100||Grade:|