Grading rubrics

This section outlines the manner in which deliverables will be scored in this course.

KEY CRITERIA

Your work on each assignment will be evaluated based on criteria, which are defined in the left column of the rubric, depending on the nature of the deliverable. For each of the above criteria, your work will be assigned one of the following levels of competence:

Sophisticated:

Exceeds basic requirements for mastery of the criterion.

Competent:

Meets basic requirements for mastery of the criterion.

Not Yet Competent:

Does not meet basic requirements for mastery of the criterion. Consider discussing these areas with your instructor, who may suggest extra practice, reading or tutoring to increase knowledge and performance.

APPENDIX A: RUBRICS

Table 1: Presentation Rubric

	3-Sophisticated	2-Competent	1-Not Yet Competent
Deliverable Organization	The deliverable is clear, logical, and organized. Reader/listener can follow line of reasoning.	The deliverable is generally clear and well organized. A few minor points may be confusing.	Organization is haphazard; reader/listener can follow presentation only with effort. Arguments are not clear.
Written Delivery Style	The deliverable's level is consistently appropriate for the audience. Deliverable is paced for audience understanding.	Deliverable level is generally appropriate, but may be inconsistent or pacing is sometimes too fast or too slow.	Aspects of deliverable are too elementary or too sophisticated for audience. Pacing is inappropriate and/or random.
Grammar and Word Choice	Sentences are complete and grammatical. They flow together easily. Words are well chosen; they express the intended meaning precisely.	Sentences are complete and grammatical for the most part. They flow together easily. With some exceptions, words are well chosen and precise.	Listeners can follow presentation, but they are distracted by some grammatical errors and use of slang. Some sentences are halting, incomplete, or vocabulary is limited or inappropriate.
Freedom from Bias (e.g., sexism, racism, heterosexism, ageism, etc.,)	Both oral language and body language are free from bias.	Oral language and body language are free from bias with one or two minor exceptions.	Oral language and/or body language includes some identifiable bias. Some listeners will be offended.
Presentation Delivery Style	Level of presentation is appropriate for the audience. Presentation is a planned conversation, paced for audience understanding. It is not a reading of a paper. Speaker is comfortable in front of the group and can be heard by all.	Level of presentation is generally appropriate. Pacing is sometimes too fast or too slow. Presenter seems slightly uncomfortable at times, and audience occasionally has trouble hearing him/her.	Aspects of presentation are too elementary or too sophisticated for audience. Presenter seems uncomfortable and can be heard only if listener is very attentive. Much of the information is read.
Responsiveness to Audience	Consistently clarifies, restates, and responds to questions. Summarizes when needed.	Generally responsive to audience questions and needs. Misses some opportunities for interaction.	Responds to questions inadequately.
Use of Communication Aids	Communication aids enhance presentation. · The font on the visuals is readable. · Information is represented and organized to maximize audience comprehension. · Details are minimized so that main points stand out.	Communication aids contribute to the quality of the presentation. · Font size is mostly readable. · Appropriate information is included. · Some material is not supported by visual aids.	Communication aids are poorly prepared or used inappropriately. · Font size is too small to read. · Too much information is included. · Details or some unimportant information is highlighted, and may confuse the audience.
Body Language	Body language reflects comfort interacting with audience	Body language reflects some discomfort interacting with audience.	Body language reveals a reluctance to interact with audience.

Adapted from Huba, M.E., & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning (pp. 156-157). Allyn & Bacon: Needham Heights, MA

Table 2: Research Paper Rubric

	3-Sophisticated	2-Competent	1-Not Yet Competent
Content coverage	All relevant information is obtained and information sources are valid. Findings are well supported by the information.	Sufficient information is obtained and most sources are valid. Findings are mostly supported by the information.	Insufficient information is obtained and/or sources lack validity. Findings are not supported by information collected.
Content depth	Speaker provides accurate and complete explanations of key concepts.	For the most part, explanations of concepts are accurate and complete. Some helpful examples are included.	Explanations of concepts are inaccurate or incomplete. Little attempt is made to support claims. Listeners/readers gain little from the deliverable.
Constraints	All relevant constraints are identified and accurately analyzed.	Most constraints are identified; some are not adequately addressed or accurately analyzed.	Few or no constraints are identified or some constraints are identified but not accurately analyzed.
Content accuracy	Information (names, facts, etc.) included in the deliverable is consistently accurate.	No significant errors are made. Listeners recognize any errors to be the result of nervousness or oversight.	Enough errors are made to distract a knowledgeable listener. Some information is accurate but the deliverable is generally not reliable and/or trustworthy.
Generates valid conclusions/decisions	Recommended conclusion is based on stated criteria, analysis and constraints.	Conclusion is reasonable; further analysis of some of the alternatives or constraints may have led to different recommendation.	Only one conclusion is considered or other solutions were ignored or incompletely analyzed. Many constraints and criteria were ignored.

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