Creating a scoring rubric

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Table of Contents

Analytical Scoring Rubric
Level of performance
References

Analytical Scoring Rubric

Unsatisfactory;
Minimal competence;
Competent;
Exemplary.

Scoring rubric for social science essay assignment

Aspects	Criteria (Descriptions of Scoring Levels)	Score
Editorial Aspect 1: Clarity, organization, word usage, and understandability	Student has shown no evidence of clarity, organization, word usage and ease of understanding. Articulation of response is poor
	Response articulation is not detailed. There is limited evidence of clarity, organization, usage of words, and understandability
	Response articulation is plausible. The candidate has shown competency in clarity, organization, word usage, and understandability of paper
	Response articulation is competent. The candidate has shown high competency in clarity, organization, word usage, and understandability of paper
Editorial Aspect 2: Grammar punctuation and spelling	The student’s work has numerous grammar, punctuation and spelling mistakes that interfere with the flow and meaning of essay.
	The student’s work contains major grammar, punctuation and spelling mistakes that disrupt the flow and clarity of response
	The student’s contains no grammar, punctuation and spelling mistakes but has a few detectable minor mistakes
	The student’s work has no grammar, punctuation and spelling mistakes that are readily detectable therefore the response is meaningful and clear
Editorial Aspect 3: Paper quality	Student’s paper is completely substandard with no quality
	Incompetence in writing and research skills
	The student provides sufficient logical explanation of the five required point of view.
	The student displays paper of high quality with no errors. Student show impressive understanding of the topic
Editorial Aspect 4: Introduction and conclusion	The student fails to provide a logical conclusion that summarizes the five required points of view
	The student provides an insufficient summary of the main points. The conclusion is generally weak and does not explain much
	The student provides sufficient summary of the main points. The conclusion is generally strong but too short with few details
	The student provides sufficient and well articulated summary of the main points. The conclusion is strong and does not leave out any detail of the discussion
Content Aspect 1: Five different point of view: slavery, nationalism sectionalism, territorial crisis, and state rights	The student fails to provide a description and comparison of any point of view as to why the US civil war occurred. There is no clear evidence of the relevance in the student’s discussions
	The student clearly provides only two of the five required point views as to why the US Civil War occurred. There is limited evidence of relevance of discussion
	The student only provides at least four of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion
	The student provides all of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion.
Content Aspect 2: comparing critical aspects	The student fails to provide a description and comparison of any point of view as to why the US civil war occurred. There is no clear evidence of the relevance in the student’s discussions
	The student clearly provides only two of the five required point views as to why the US Civil War occurred. There is limited evidence of relevance of discussion
	The student only provides at least four of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion
	The student provides all of the five required point of view as to why the US Civil War occurred, and compares and contrast them properly to create a relevant discussion.
Content Aspect 3: Depth of research	The student fails to provide a logical explanation of the five required point of view. The student only mentions a few of the points with no logic detail information about the issues
	The student provides a logical explanation of the five required point of view but with minimal competency. The student only mentions a few of the points with no logical detail information about the issues
	The student provides sufficient logical explanation of the five required point of view. The student mentions at least all of the points with no logic detail information about the issues
	The student provides sufficient logical explanation of the five required point of view. The student mentions at least all of the points with logic detail information about the issues
Content Aspect 4: in-text citation and references	The student fails to use 3 primary and 2 secondary sources or fails to include any in-text citation or references for the primary and secondary sources used
	The student only provides at least two in-text citation for the required number of sources
	The student uses five sources ( three primary and two secondary sources) and gives appropriate references and in-text citation but with formatting errors based on APA standards
	The student uses five sources ( three primary and two secondary sources) and gives appropriate references and in-text citation but with no formatting errors based on APA standards

Level of performance

Unsatisfactory

The lowest level of performance is unsatisfactory. This level gets a score of 1. Generally, a candidate who gets this score did not understand the assignment in any way (Tierney and Marielle, 2004). There is an obvious lack of understanding of what is required. Both editorial and content aspects are poorly displayed (Tierney and Marielle, 2004). Clearly, the student did not take time to do the assignment well.

Minimal competence

This is the second lowest level of performance. Student’s work in this level has a few major mistakes and other minor mistakes (Tierney and Marielle, 2004). The student shows inadequate understanding of the assignment. The logic of argument also lacks clarity making it hard for the reader to understand (Tierney and Marielle, 2004). Basically the student failed to take time to do the assignment and therefore was forced to do it in a rush (Tierney and Marielle, 2004).

Competent

This level of performance is good and satisfactory. The student will show an understanding of all aspects needed to be measured. There are no major mistakes but there can be a few detectable minor mistakes (Mertler, 2001).

Exemplary

This is the highest level of performance. The student shows high competence of understand and responding to the assignment (Moskal, 2000). The work is free of major and minor errors. This level shows that student spent quality time to research and do the assignment (Moskal, 2000).

References

Mertler, C. 2001, ‘Designing scoring rubrics for your classroom’, Practical assessment, research and evaluation, vol. 7, no. 2. Web.

Moskal, B. 2000, ‘Scoring Rubrics: What, when and how?’, Practical assessment research and evaluation, vol. 7, no. 3. Web.

Tierney, R. & Marielle, S. 2004, ‘What’s still wrong with rubrics: focusing on the consistency of performance criteria across scale levels‘, Practical assessment research and evaluation, vol. 9, no. 2. Web.

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