Rubric Rally

1
Rubric Rally

• Proposed By
• Michelle morse
• ENGL 2900

2
Offers opportunities to incorporate sources from
class readings. Julie Simon-

• High The question draws from issues so central
  to class readings that it offers the test taker
  the opportunity to make substantial and explicit
  use of a variety of the assigned readings.
• Medium The question does raise an important
  question. Its focus may need to be broadened to
  allow the student responses beyond a fairly
  narrow range of assigned readings.
• Low Because it seems focused on an issue
  specific to just one or two of the assigned
  readings, the question needs to be broadened, or
  the question may need more grounding in readings
  for this class in order to offer test takers to
  show their understanding of material covered.

3
Challenges student to take a side and defend it.

• High The question clearly presents several
  issues surrounding the writing methods and
  prompts the student to decide which method they
  would use in their classroom and why. The
  question will specify that at least 3 reasons,
  with backup from the readings, must be
  incorporated into their answer. It will also
  specify that 3 is an average number, resulting in
  an average grade, B. The more, the better for
  you.
• Medium The question presents a couple issues
  encircling the writing methods and asks the
  student to choose which method they would use and
  why. It does not prompt students to dig deeper
  than the common answer. It may result in a weaker
  response.
• Low The question merely asks which method the
  student would prefer and why. It does not invoke
  questions central to the writing methods. This
  type of question results in a weak, one-liner
  response.

4
Encourages Critical Thinking.

• High The question invokes critical thinking by
  posing an argument related to a reading or a
  method, and asks for the students
  opinion/possible solution to the problem. It
  encourages the student to think back on the
  readings and what was discussed in class to help
  them conjure an adequate response. It asks the
  student to give at least 3 reasons to back up
  their argument for an average grade.
• Medium The question poses the argument, and asks
  for a response, but the argument may be too
  specific to give the student the chance to
  discuss it thoroughly.
• Low The question is too specific and does not
  encourage the student to reflect, or dig deep to
  give an adequate response. It is sort of like a
  regurgitation question. (Meaning is merely
  require the student to regurgitate what they know
  off the top of their head)

5
Tests their knowledge of the topic.

• High The question will successfully incur a
  response that displays the students excellent
  knowledge of the topic by having the student
  provide at least 3 different examples of each
  method. The examples must be short writing
  exercises derived from each method. The student
  will earn an A by providing a short explanation
  of what the purpose is of each example given.
• Medium The question does not lead the student to
  cover the importance of each method. Its
  requirement of a few examples is good, but it
  does not prove that the student has a thorough
  knowledge, or understanding of the topic.
• Low Because the question is so basic, it
  requires only a definition of each method. This
  does not encourage the student to apply what they
  know about each method.

6
Incorporates Voice!

• High Asks students to explain their reasoning
  behind why they would use a certain method in
  their classroom, It prompts them to give
  specific reasons as to why they would implement
  certain writing exercises, and not others. It
  would also ask students what they think the
  benefit of the chosen method would be to
  students, as well as to them, the teacher. This
  question forces the student to draw on their
  voice to help them answer the question.
• Medium This question might inhibit voice by
  making references to readings or other material
  covered in class. It does not recognize voice as
  the main focus.
• Low The question may drown out voice by asking
  the student to rely on opinions of others
  (readings) to help them answer the question.