As I work through a pile of research papers I find great enjoyment in digging through the thesaurus to discover how to describe my task. Sometimes I can work for 15 minutes and grade only one paper; that will not qualify as grinding. It made a recent appearance in our poem of the day, via “The Cremation of Sam Mc Gee,” and though it also implies hard and ceaseless work similar to grinding, it seems to withdraw the speed aspect . It is an adaptation of my World’s Greatest Essay Rubric, something I modeled after my favorite college professor.
Grinding is good but implies that I am faster than I really am. As I moil through these papers, then, I have been grateful for the method I currently use.
Research Paper 1 Grading Rubric and Guidelines 10/5/11. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
(8 points) Scholarly Sources (citation, usage) (8 points) Form—Organization (4 points) Form—Mechanics (e.g., grammar) (16 points) Substance (4 points) Filmography An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.
The end result is the fastest method I have yet devised for giving useful feedback to students.
Unfortunately, it still takes what feels like forever to grade the papers, but there is no helping that, after all. You may also wish to change the assessment criteria before using this rubric with your students.Research Paper Rubric: Grade 10 History Communication Thinking/Inquiry Skills Knowledge Name: ____________________________________ Date: _____________________ Criteria Using historically accurate information Use of historical information not passable Limited use of accurate historical information Accurate for the most part; some important information is not accurate All information historically accurate; most is relevant to topic All information used is historically accurate and relevant Historical analysis 0 2 4 Demonstrated analysis skills not passable 5 5.5 Limited recognition of historical significance 6 6.5 Adequate recognition of historical significance 7 7.5 Very good recognition of historical significance 8 9 10 Thorough and perceptive recognition of historical significance 0 Evidence to support thesis statement or argument being made Introduction contains clear thesis statement Body of essay used to present research findings Concluding statement used to summarize research findings Effective use of language Persuasiveness and interest Application Below Level 1 Layout and Presentation 4 Support demonstrated is not passable 0 2 4 5 5.5 Little evidence used to support thesis 5 5.5 Level 2 6 Level 3 6.5 Some good evidence to support thesis 6 6.5 7 Level 4 7.5 Solid evidence to support thesis 7 7.5 8 9 Total 10 X X Excellent support for thesis 8 9 10 X No thesis statement in introduction Thesis statement of limited clarity Thesis statement mostly clear Introduction establishes thesis clearly Introduction clearly states strong thesis 0 2 Evidence of research not passable 5 5.5 Quality and quantity of evidence limited; sequence weak 6 6.5 Good quantity; quality and sequence of evidence is adequate 8 9 10 Quality and quantity are sound; sequence logical X 5 5.5 Conclusion has limited connection to facts presented 6 6.5 Adequate conclusion; consistent with some key facts 7 7.5 Good quantity and quality of evidence; sequence mostly logical 7 7.5 Good conclusion; consistent with most key facts 8 9 10 Sound conclusion; fully supportable X 4 0 2 4 Conclusion not present or not consistent with facts presented 0 2 4 Use of language not passable 0 2 4 Not interesting or convincing 0 2 Not passable 0 Use of footnotes and bibliography to credit sources 2 Level 1 2 4 4 Sources not evident or properly credited 0 2 4 5 5.5 Limited use of proper spelling, grammar and sentence structure 5 5.5 Limited interest and persuasiveness 5 5.5 Limited title page; limited neatness 5 5.5 Limited use of footnotes and bibliography to credit sources 5 5.5 6 6.5 Adequate use of spelling; grammar and sentence structure weak at times 6 6.5 Persuasive and interesting in some key parts 6 6.5 Adequate title page; limited neatness 6 6.5 Footnotes and bibliography used, sources adequate 6 6.5 7 7.5 Spelling and grammar used well; sentence structure awkward at times 7 7.5 Persuasive and interesting in all key parts 7 7.5 Effective title page; neat presentation 7 7.5 Good sources used; all sources credited 7 7.5 8 9 10 Spelling, grammar and sentence structure all used effectively 8 9 10 Totally interesting and persuasive 8 9 10 Title page and essay layout both excellent 8 9 10 X X X X Excellent sources used; all sources well credited 8 9 Final Mark 10 X % Research Paper Rubric: Grade 10 History Name: ____________________________________ Date: ___________________ Title: ________________________________________________________________ Areas of Strength: Specific Recommendations for Improvement: Final Mark: ___________ = ________% = Level ______ Rubric for a Book Talk A Student's Research Paper No title page is submitted as per teacher instructions. The information contained is for the most part historically accurate. Some of the information contained was not really relevant to the argument being made. Drudging captures the mood, but perhaps is a bit dramatic. Plodding captures my pace, though not the mood of the work. In addition, the four categories of the achievement chart found in the Ministry policy document Canadian and World Studies, Grades 9 and 10 are explicitly identified on the rubric. The introduction states the main topic and previews the structure of the paper. A column on the rubric has been provided for student achievement that falls below a Level 1 performance. Adaptations have been made in order to reflect contemporary classroom realities. includes examples and /o Designing and Using Weighted Rubrics The following pages demonstrate one effective way for history teachers to integrate the new assessment model required by the Ontario Ministry of Education into their assessment plan.The difference is that I am not trying to squeeze all these words into the margin and am sputtering them out at a clip far superior to my pencil pushing prowess.I will also comment generally within the boxes where I mark students’ scores, so when they receive their paper they have a fairly full idea about what I thought about their paper and what I think they might do to improve it.