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ESSAY & MAJOR PROJECT EXAMS: EVALUATION SCORING RUBRIC FORM 3 INSTRUCTIONS PAGE
The attached document is the scoring rubric for all University of Atlanta essay and major project exams. The purpose of the form is to ensure consistency among faculty grading. The instrument is designed to measure competency of learning in four areas on the exam; knowledge and comprehension, application and analysis, synthesi ing and evaluating and presentation ! writing "A#A$.The student will be assessed on four levels of competency; % "Unacceptable$, & "Acceptable$, ' "(ood$ and ) "*xceptional$. +ee the weighted point total for each level on the next page. #age two illustrates the rubric and details the behaviors that a student would demonstrate at each level on this assignment. After review of the essay responses, faculty will measure these responses against the rubric and bold the data of the level in which the student performs. The point total will be recorded in the grade section of rubric and this process will take place for all periodic exams. ,ualitative feedback will be recorded on page three and the completed rubric will be submitted to Academic Affairs. -inally, the exam and the both the .uantitative and .ualitative feedback will be posted in the +tudents/ individual 0earn 1enter.

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+tudent/s 2ame ! 34 1ourse #rofessor/s 2ame

Level of Ach eve!e"#

5aleriano 6ataya
47A89% :#&

4omingo +algado
E$ce%# o"&l E$cee'( E$%ec#&# o"( )
*xcellent understanding of the context and concepts. +trong Arguments. +tudent demonstrated critical thinking about report topics and clearly shows pros and cons. ,7 Po "#(

Mee#( E$%ec#&# o"

Goo' ( 3

Acce%#&*le +oe( No# Mee# E$%ec#&# o"( ,

3naccurate Understanding of the context and concepts. >eak Arguments. 4emonstrates low critical thinking about report topics and not clearly shows pros and cons

U"&cce%#&*le Nee'( -o./ 0

+ubstantial lack of understanding of the context and concepts. 1onfusing arguments +tudent did not demonstrate some critical thinking about report topics and did not clearly show pros and cons 0; %o "#( The work demonstrated a limited ability to work with the key concepts ? information ? process ? theory @@ applying or extending them with very limited success to new problems or contexts, making predictions, analy ing patterns and component parts, communicating insightful contrasts and comparisons.

1NO-LE+GE AN+ COMPRE2ENSI ON 34"'e.(#&"' " 5 #he *&( c(6

&;< =f grade

Goo' U"'e.(#&"' "5 of #he co"#e$# &"' co"ce%#(8 Goo' A.54!e"#(8 S#4'e"# 'e!o"(#.&#e' (o!e c. # c&l #h "/ "5 &*o4# .e%o.# #o% c( &"' cle&.l9 (ho:e' %.o( &"' co"(8 ,; Po "#( The :o./ 'e!o"(#.&#e' &'e<4&#e &* l #9 #o :o./ : #h #he /e9 co"ce%#( = "fo.!&# o" = %.oce(( = #heo.9 >> &%%l9 "5 o. e$#e"' "5 #he! #o & v&. e#9 of "e: %.o*le!( o. co"#e$#(? !&/ "5 %.e' c# o"(? &"&l9@ "5 %&##e."( &"' co!%o"e"# %&.#(? co!!4" c&# "5 "( 5h#f4l co"#.&(#( &"' co!%&. (o"( ,; Po "#( The :o./ 'e!o"(#.&#e' &'e<4&#e &* l #9 #o #&/e

07 Po "#( The work demonstrates the inability to work with the key concepts ? information ? process ? theory @@ applying or extending them with mixed success to new problems or contexts, making predictions, analy ing patterns and component parts, communicating insightful contrasts and comparisons.

APPLICATION AN+ ANALYSIS 3&##& " "5 #he co"ce%#6

&;< of grade

The work demonstrated a confident ability to work with the key concepts ? information ? process ? theory @applying or extending them to a wide variety of new problems or contexts, making predictions, recogni ing hidden meanings, drawing inferences, analy ing, communicating insightful contrasts and comparisons.

,7 Po "#(

07 Po "#(

0; Po "#(

SYNT2ESIAING AN+ EVALUATING 35o "5 *e9o"'

The work demonstrated surprising?insightful ability to take ideas ?

The :o./ 'e!o"(#.&#e' 4"eve" &"' (4%e.f c &l &* l #9 #o #&/e 'e&( =

The work demonstrated little ability to take ideas ? theories ? processes ?

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#he 5 ve"6

theories ? processes ? principles further into new territory, broader generali ations, ,7 Po "#(

&;< of grade

'e&( = #heo. e( = %.oce((e( = %. "c %le( f4.#he. "#o "e: #e.. #o.9? *.o&'e. 5e"e.&l @&# o" (? ,; Po "#( Re%o.# !ee#( ! " !&l %&5e le"5#h &( .e<4 .e' " #he (9ll&*4( &"' #he (#4'e"# (4*! ##e' #he :o./ : #h ! " !&l APA "f.&c# o"(8

#heo. e( = %.oce((e( = %. "c %le( f4.#he. "#o "e: #e.. #o.9? *.o&'e. 5e"e.&l @&# o"(? 07 Po "#(

principles further into new territory, broader generali ations 0; %o "#(

PRESENTATION AN+ -RITING> APA

Aeport meets minimal page length as re.uired in the syllabus and the student submitted the work with no A#A infractions.

&;< of grade ,7 Po "#( ,; Po "#(

Re%o.# !&9 o. !&9 "o# !ee# #he ! " !&l %&5e le"5#h &( o4#l "e' " #he (9ll&*4( &"' #he (#4'e"# !&9 o. !&9 "o# h&ve (4*! ##e' #he :o./ " &cco.'&"ce #o #he APA M&"4&l B#h e' # o" #o "cl4'e # #le %&5e 3co"#& " "5 & .4"" "5 he&'? %.o%e. %&5 "&# o"? &"' &4#ho.C( *9l "e6? co..ec# #e$# " #he *o'9? co..ec# c #&# o"( " #he #e$# &"' #he (#4'e"# !&9 o. !&9 "o# h&ve (4*! ##e' #he :o./ : #h & %.o%e.l9 fo.!&##e' .efe.e"ce l (#8 07 Po "#(

Aeport does not meet minimal page length re.uirement as outlined in syllabus and the student did not submit the work in accordance to the A#A :anual 9th edition to include title page "containing a running head, proper pagination, author/s byline$, correct text in the body, correct citations in the text and the student did not submit the work with a properly formatted reference list. 0; Po "#(

Total #ossible #oints %BB GRA+E

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A'' Yo4. D4&l #&# ve Fee'*&c/ " #he S%&ce *elo: #h ( *o$8

Generally, there here is evidence of the appropriate structure and key concepts with some form of analysis. It shows an understanding of the theory e pressed with clarity. It covers most re!uired aspects "hen you get into writing conclusions#final statements use other citations to support or re$ect what you are saying, in order to give validity to your arguments so we know that it is not only you who think that way. Please note that you must include references#citations.