Grading scale
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The document provides a grading scale with different levels (A, B, C, below C, and below) and criteria for assessing student work. The criteria include meaning/content, development, organization, language use, and conventions. Higher levels are expected to demonstrate a deeper analysis, more fully developed ideas, stronger organization, more sophisticated writing, and proper grammar compared to lower levels.
Grading scale
- 1. Grading Scale Prof. Rigolino
- 2. GRADING SCALE A Level B level C level Below Below Level: MEANING/CONTENT: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task or text: Thesis: Exhibits a Exhibits a States thesis. States vague Presents no thesis. Does not thesis that is thesis that is Defines some thesis. Does define terms. highly insightful and key terms. not define insightful, clearly stated. terms. original, and Key terms are cogently defined. stated. Key terms are defined in depth. Analysis: Reveals both Reveals in- Conveys a Conveys a Provides an inaccurate in-depth depth analysis; thorough basic understanding of topic with analysis and makes understanding understanding unclear connections. independent insightful of topic and of topic; makes thinking; connections. makes clear a few makes connections. connections. insightful and original connections. :
- 3. GRADING SCALE Level: A Level B level C level Below Below DEVELOPMENT: the extent to which ideas are elaborated using specific and relevant evidence: Ideas: Develops Develops Develops Develops Presents incomplete or undeveloped ideas ideas clearly ideas clearly; ideas briefly; ideas. expertly; and fully, uses uses some and making relevant/spec detail. demonstrat effective use ific details. es an of a wide- unusual range of ability to relevant/spec interest a ific details. reader through use of substantiv e details. Paragraph Clearly Clearly Most Some Few or no paragraphs relate to the thesis. Development: develops develops paragraphs paragraphs paragraphs paragraphs relate to the relate to the directly directly thesis. thesis. related to related to thesis; thesis; each paragraphs paragraph contribute to extends the the main thesis/main idea. idea.
- 4. GRADING SCALE Level: A Level B level C level Below Below ORGANIZATION: the extent to which the response exhibits direction shape and coherence: Organization: Maintains a Maintains clear, Maintains a clear, Establishes but Lacks an appropriate focus, but suggests some clear, appropriate focus; appropriate focus; does not maintain organization. coherent exhibits a logical, exhibits a logical appropriate focus; essay coherent structure sequence of ideas inconsistencies in structure through through sequence of including appropriate appropriate ideas/transitions. exceptional transitions. transitions. command of essay format. Introduction: Creates an Clearly focuses Focuses on topic Lacks a focus on Contains no focus on topic in introduction. engaging on topic; conveys in the topic/purpose in focus on a powerful introduction. introduction. topic. message to the reader. Conclusion: Provides Extends, Summarizes key Somewhat Contains an incomplete conclusion or conclusion is further connects, and ideas. restates main missing. thinking and comments on key idea. implications ideas. (e.g., suggests further research, or extends key ideas). Overall Organization: Exceeds Consistently Meets Meets some Meets few/no requirements. requirements meets requirements. requirements. of requirements. assignment.
- 5. GRADING SCALE A Level B Level C Level Does Not meet Does not meet Level: LANGUAGE USE: the extent to which the response reveals an awareness of audience and purpose through an effective use of words, sentence structure, and sentence variety: Description: Demonstrates a Creates vivid Creates “pictures” Uses concrete Uses little concrete language, sensory level of “pictures” through concrete language, sensory detail, or literary devices. professional through concrete language, sensory detail, and literary excellence in language, rich detail and literary devices. style, sensory detail, devices. and literary devices. Word word choice, Uses Uses effective Uses some Uses few effective word choices. Choice: sophisticated, word choices. effective word precise choices. vocabulary. Sentence complexity of Uses well-varied Exhibits good Uses occasional Uses little sentence variety. Variety: language, sentence sentence structure/ sentence variety. structure variety. throughout. Voice/Sense and sense of Has a unique Exhibits evident Exhibits some Exhibits a rudimentary sense of of Audience: audience. voice and strong awareness of awareness of audience. awareness of voice/audience. voice/audience. audience.
- 6. GRADING SCALE A Level B Level C Level Does Not meet Does not meet Level: CONVENTIONS: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage: Grammar/ Achieves Exhibits correct Exhibits mostly Exhibits errors in Exhibits errors that are awkward and Punctuation: excellence in grammar in correct grammar; grammar that interfere with communication. grammar basics. smooth, fluid punctuation errors occasionally sentences; error- do not interfere interfere with free punctuation. with communication. communication. Spelling and Exhibits error Exhibits correct Exhibits mostly Frequently Excessively misspells and misuses words. Usage: free prose. spelling; error- correct spelling and misspells and free prose. usage. misuses words. Presentation: Achieves all- Displays a neat Demonstrates a Exhibits average Pays little/no attention to presentation; no around and professional neat and easy-to- presentation; format; poor/no title. excellence in presentation; read presentation; incomplete format; presentation; MLA format; MLA format; average title. MLA format. attention to appropriate title. detail; unique title.