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HIST 2332

Fall 2016
Rubrics to Guide Grading

QUESTIONS SUBMITTED BEFORE EACH CLASS


-Do the questions reflect a thoughtful engagement with all the assigned readings?
-Do the questions address major issues or problems from the readings?
-Do the questions push the discussion beyond what is obvious from the readings?
-Do the questions raise issues associated with Core Categories 5 and 7?

CONTRIBUTIONS TO CLASS DISCUSSIONS


Mastery/Understanding of Assigned Reading
-Did the student’s contribution/s to the class discussion identify an important point/s from the readings?
Intellectual Quality of the Contribution
-Did the contribution/s reflect an understanding of the authors’ perspective/s on the question being
discussed or did it merely repeat factual information?
-Did the contribution/s represent original thinking by the student or simply repeat ideas/arguments
from the readings?
-Was the contribution/s relevant to the topic under discussion?
-Did the contribution/s significantly enhance/deepen the progress of the discussion?
Presentational Quality of the Contribution
-Was the contribution/s expressed clearly and succinctly?
Frequency
-How often did the student make quality contributions: several times; once or twice; not at all?

IN-CLASS PRESENTATIONS
Mastery/Understanding of Assigned Readings
-Did the presentation and discussion reflect mastery of the appropriate material in the assigned
readings?
Intellectual Quality of Presentation and Discussion
-Did the student’s presentation offer a well-developed, analytic perspective on the readings?
-Were the student’s responses to comments from the class to-the point, thoughtful and well-grounded
in the assigned readings.
-How effectively did the student use the discussion to deepen and extend exploration of the topic?
Presentational Quality of Presentation and Discussion
-Was the student well prepared and effective in presenting a perspective on the readings?
-Was the student’s self-presentation (posture, dress) appropriately professional?
-Were the student’s verbal presentation and responses to comments from the class clear, succinct, and
well-articulated?
-Did the student present from memory? Rely on notes? If notes, was reliance excessive or appropriate?
Did the student simply read a statement?
Conformity with Assignment
-Was the length of the student’s presentation consistent with the assignment
DEBATE
Mastery/Understanding of the Subject
-Did the student demonstrate a firm grasp of the information and arguments in the assigned readings
with respect to the issues being debated?
Intellectual Quality of Student Comments
-Did the student’s opening statement make a powerful argument for the position being taken?
-Was the student’s rebuttal statement persuasive and directed toward an important point/s made by
the other team?
-How effective was the student in responding to comments/questions from the class during the general
discussion.
Presentational Quality of Student Comments
-Were the student’s comments during opening presentations, rebuttals and class discussion clear,
succinct, and effectively argued?
-Was the student’s self-presentation--posture, personal appearance—professional and appropriate?
-Did the student’s team do a good job of dividing speaking assignments to cover different aspects of the
topic?
Conformity With Rules of Debate
-Did the student’s presentations and comments conform to the rules of the debate?

SHORT PAPERS
Intellectual Mastery/Understanding of the Assigned Readings
-Does the paper demonstrate a clear grasp of each author’s perspective on the question?
Intellectual Quality of the Paper
-Does the paper evaluate each author’s perspective on the question persuasively? Does the paper
demonstrate a clear understanding of the evidence on which the authors’ perspectives rely?
-How persuasive is the student’s stated perspective on the question; is it well supported by reference to
the readings? Does it represent an original perspective or simply repeat the perspective of one of the
authors?
Presentational Quality of the Paper
-How well constructed is the overall paper? Is there a clear statement of a point of view at the
beginning and a clear conclusion at the end? Does it flow logically and smoothly from beginning to end
-How well written is the paper in terms of clarity, construction of sentences and paragraphs, correct
syntax, correct use of words and richness of vocabulary.
Conformity with Assignment
-Does the paper conform to the requirements of the assignment in terms of length, format and
timeliness of submission?
-Does the paper make appropriate reference to the issues associated with either Core Category 5 or
Core Category 7 as summarized in the Guidelines for Short Papers.

LONG PAPER
Mastery/Understanding of the Topic
-Does the paper reflect a well-informed grasp of historical information relevant to the topic?
Intellectual Quality of the Paper
-How well selected were the texts on which the paper is based? Do they represent a diversity of
perspectives and time periods? Are they important scholarly works?
-How effectively does the paper analyze the selected texts in terms of clearly identifying each text’s
perspective on the topic, differentiating the texts from each other, and assessing the evidence used and
arguments constructed to support the author’s perspective?
-How persuasive is the student’s stated perspective on the question/hypothesis; is it well supported by
reference to the evidence provided by the readings? Does it represent an original perspective or simply
repeat the perspective of one of the authors?
Presentational Quality of the Paper
-Is the paper well-constructed. Does it contain a clear statement of a perspective at the beginning, a
clear conclusion at the end, and does it flow logically and smoothly from beginning to end?
-How well written is the paper in terms of clarity, construction of sentences and paragraphs, correct
syntax, correct use of words and richness of vocabulary.
Conformity with Assignment
-Does the paper conform to the requirements of the assignment in terms of length, format and
timeliness of submission?
-Does the paper meet the requirements of Core Category 5 as summarized in the Long Paper
Guidelines?

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