How do I grade your work?

What is a grading rubric?  A grading rubric is a guide for the evaluation of student papers, projects, or exams. Rubrics are particularly good for assignments that are creative in nature, such as essays or term papers, art projects, class participation, team projects, and oral presentations. A rubric makes the professor’s expectations clear and identifies the grading criteria for you, the student.

Remember: Critical thinking by historians or anyone else requires constructing arguments based on solid evidence. In contrast, opinion, close-mindedness, or irrationality reflect a lack of critical thinking. In such cases, one merely expresses preconceptions and biases not based on valid, supporting evidence.

Grading rubric for scholarly book reviews

Grading rubric for the review of historical/fictional novels

Grading rubric for oral/multimedia presentations

Grading rubric for Primary and Secondary Scholarly Source Readings and Film Comparison

Grading rubric for research papers and essay exams

Research paper and essay writing checklist for students

Grading rubric for scholarly book reviews

	1	2	3	4	Grade
	LIMITED	ADEQUATE	PROFICIENT	EXCELLENT
Cover Page	No title page.	Title page is present, but lacks much of the required information	Title page is present but lacks complete information.	Title page is present and contains title, author, students' names, and all other requested information.
Background	Missing	Some mention of background information.	Gives some information about the author and how the text fits in the wider scholarly debate	Gives relevant information about the author and the intended audience, and positions the text in scholarly debate
Summary	Misses or misunderstands major parts of text. Lacks basic understanding of the issue or the assignment.	Describes some elements of thesis and argument, but misses or misunderstands some parts of the text.	Clearly describes thesis, argument and conclusions of text, but sometimes gets bogged down in detail.	Clearly describes thesis, argument and conclusions of text. Shows good understanding of relevant main points and avoids extraneous detail.
Evidence	Limited or no description of sources/evidence.	Describes some of the evidence used, but is not able to evaluate relevance and usefulness.	Describes and evaluates the kinds of evidence used to support the claims in the text.	Perceptively describes and evaluates the kinds of evidence used to support the claims in the text , suggesting other potentially useful sources that would tend to confirm or refute argument.
Review and Analysis	None or little support for argument, misuse of sources (misunderstanding sources, using sources that are not relevant to argument)	Mostly ignores evaluation and focuses on summary	Thoughtful evaluation of strengths and weaknesses of text, with some reference to other material.	Thoughtful evaluation of strengths and weaknesses of text, pointing to other texts/sources that seem to support or weaken argument.
Grade				Final Grade:

Grading rubric for the review of historical/fictional novels

	1	2	3	4	Grade
	LIMITED	ADEQUATE	PROFICIENT	EXCELLENT
Cover Page	No title page.	Title page is present, but lacks much of the required information.	Title page is present but lacks complete information.	Title page is present and contains title, author, students' names, and all other requested information.
Main Characters	No description of main characters	Incomplete or inadequate description of main characters	Adequate descriptions and character sketches of main characters including a few comparisons among characters	Complete description of main characters including comparisons, contrasts, and complete character sketches
Brief Summary	Inadequate plot summary	Incomplete plot summary and incomplete or inaccurate story board	Adequate plot summary including some events on a story board	Complete plot summary including story board highlighting major events
Turning Point	No mention of turning point	Inaccurate or incomplete description of turning point	Accurate description of turning point with some reference to contributing events	Complete, accurate description of turning point and events leading to it
Outcomes	No description of outcome	Inaccurate or incomplete description of outcome	Accurate description of most outcomes	Complete, accurate description of important outcomes
Originality	The work is a minimal plot summary. There is no evidence of new thought.	The work is merely a basic summary of the plot. There is no evidence of new thought, inventiveness, or insight.	The product shows some evidence of originality and inventiveness. Demonstrates a basic understanding of the content and extends beyond that to offer new insights and understanding of the novel.	The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and accurate reading comprehension.
Historical context	No analysis of the novel within its broader historical context. Total inaccurate interpretation of all of the main political, economic, social, cultural, religious, gender, etc. issues addressed by the author.	Very cursory analysis of the novel within its broader historical context. Little interpretation of the main political, economic, social, cultural, religious, gender, etc. issues addressed by the author.	Overall, the novel is analyzed within its broader historical context. Most of the main political, economic, social, cultural, religious, gender, etc. issues addressed by the author are correctly interpreted.	Novel is accurately analyzed within its broader historical context. Factual and insightful interpretation of all of the main political, economic, social, cultural, religious, gender, etc. issues addressed by the author.
				Final Grade:

Grading rubric for oral/multimedia presentations

Evaluating Student Oral/Multimedia Presentations
	1	2	3	4	Grade
	LIMITED	ADEQUATE	PROFICIENT	EXCELLENT
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around.	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics	Student occasionally uses graphics that rarely support text and presentation.	Student's graphics relate to text and presentation.	Student's graphics explain and reinforce screen text and presentation.
Mechanics	Student's presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings or grammatical errors.
Sources	Very little or no source information was collected or documented.	Source information collected for most graphics, facts and quotes, but not documented in desired format.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for all graphics, facts and quotes. All documented in desired format.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.	Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.
Participation (more than 1 student involved in the presentation)				Does his/her “fair share” in presenting the material  Participates in each part of the presentation
				Final Grade:

Grading rubric for Primary and Secondary Scholarly Source Readings and Film Comparison

Primary and Secondary Sources & Film Comparison	1	2	3	4	Grade
	LIMITED	ADEQUATE	PROFICIENT	EXCELLENT
Chooses appropriate characteristics from the primary and secondary source readings and film for comparison.	Selects characteristics that are not important and don't lead to insightful conclusions.	Selects characteristics that provide for a partial comparison of the items.	Selects characteristics that can provide for a meaningful comparison.	Selects important features or attributes of the items that can provide insight into the nature of those items being compared.
Analysis.	Completely fails to analyze the relevance of the primary and secondary source readings to the film.	Several interpretive and factual errors in the analysis of the primary and secondary source readings which partially compromises an accurate understanding of the historical value of the film.	An overall good analysis of the primary and secondary source readings that provide a relatively basic understanding of the historical value of the film.	Excellent analysis of the primary and secondary source readings and their relationship to understanding the historical value of the film.
Identifies similarities and differences between primary and secondary source readings and film.	Makes many errors in identifying major similarities and differences.	Makes some errors in identifying major similarities and differences.	Selects similarities and differences for each item.	Accurately selects major similarities and differences for each item.
Uses the identified similarities and differences to reach conclusions or insights	Notes similarities and differences, but draws no conclusions from the comparison. States a preference for the film or novel, but provides no support for opinion.	States conclusions but isn't clear about the importance of the comparison. States a preference for the film or novel but provides little support for this opinion.	Draws some thoughtful conclusions from the comparison. States and supports a preference for the film and/or primary and secondary source readings.	Draws insightful and thoughtful conclusions from the similarities and differences. Clearly states and strongly supports a preference for the film and/or primary and secondary source readings.
				Final Grade:

Grading Rubric for Research Papers and Essay Exams

	1	2	3	4	Grade
	LIMITED	ADEQUATE	PROFICIENT	EXCELLENT
Organization	The essay is unclear with no organization.	Writing has minimal organization and a basic thesis statement.	Writing follows a logical organization, but sometimes drifts from the thesis.	Writing is clear, logical, and very organized around a developed thesis.
Analysis	The essay does not attempt to explain how the content relates to the thesis.	The analysis of the support stretches its meaning in an attempt to support the thesis.	The analysis explains how the evidence supports the thesis in most cases.	The analysis shows a strong relationship between the evidence and the thesis.
Grammar/Punctuation	The essay has so many basic grammar errors and punctuation errors that the essay cannot be readily understood.	The essay has a few major errors and multiple minor errors, but almost all sentences are clear and understandable.	The essay has few major errors.  There may be multiple minor errors as long as they do not interfere with understanding.	The essay has no major grammatical and punctuation errors and very few minor errors.  Any minor errors do not interfere with the understanding of the essay.
Holistic Critical Thinking Rubric	Consistently does all or almost all of the following:	Does most or many of the following	Does most or many of the following:	Consistently does all or almost all of the following:
	Offers biased interpretations of evidence, statements, graphics, questions, information, or the points of view of others. Fails to identify or hastily dismisses strong, relevant counter-arguments. Ignores or superficially evaluates obvious alternative points of view. Argues using fallacious or irrelevant reasons, and unwarranted claims. Does not justify results or procedures, nor explain reasons. Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions. Exhibits close-mindedness or hostility to reason.	Misinterprets evidence, statements, graphics, questions, etc. Fails to identify strong, relevant counter-arguments. Ignores or superficially evaluates obvious alternative points of view. Draws unwarranted or fallacious conclusions. Justifies few results or procedures, seldom explains reasons. Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.	Accurately interprets evidence, statements, graphics, questions, etc. Identifies relevant arguments (reasons and claims) pro and con. Offers analyses and evaluations of obvious alternative points of view. Draws warranted, non-fallacious conclusions. Justifies some results or procedures, explains reasons. Fair-mindedly follows where evidence and reasons lead.	Accurately interprets evidence, statements, graphics, questions, etc. Identifies the salient arguments (reasons and claims) pro and con. Thoughtfully analyzes and evaluates major alternative points of view. Draws warranted, judicious, non-fallacious conclusions. Justifies key results and procedures, explains assumptions and reasons. Fair-mindedly follows where evidence and reasons lead.
				Final Grade:

Research Paper and Essay Writing Checklist

Before submitting a written assignment, be sure to review the following checklist.

INTRODUCTION

• My introductory paragraph tells the reader the subject of my research, and defines key terms I will use in my thesis.
• My introduction contains a clearly-stated thesis which explains how and why something happened.

PARAGRAPHS

• I have thought about how my paragraphs are arranged, and they are structured in a way that best supports my argument.
• I have checked to make sure that I completely tackle one part of my argument before moving on to the next, and I have checked to make sure that I do not unnecessarily revisit arguments I began earlier in the paper.
• Each paragraph is focused around a main idea ("mini-thesis"), which is stated in the paragraph's first sentence ("topic sentence").
• Each paragraph employs evidence supporting that idea. That evidence is analyzed; that is, I have used my own words to tell the reader why and how my evidence supports the topic sentence.
• Each paragraph has a workable transition from its predecessor.

ARGUMENTATION

• I have thought about the arguments that could be marshaled against mine, and have addressed those through refutation or concession.

QUOTING AND CITATION (Note: For essay exams, some reference to your source should be made even if an exact quotation is not being cited.) For example: “According to _______ (author/book article)…” Your are at least giving credit where it is due.

• All material I have quoted appears between quote marks.
• I have minimized or eliminated block quotes. When I have used them, I have indented them on the left, single-spaced them, and not placed quotations at the start and end.
• Each time I bring in evidence that is not clearly common knowledge, I have cited the source of that information with a foot- or end-note.
• Each time I quote I have checked to make sure the quotation is properly integrated into the sentence.
• Each of my quotes clearly relates to a foot- or end-note which offers the source and page number of the quotation.
• For each of my quotes, it is clear who the speaker of the quote is, and the circumstances in which the speaker authored the quote (relevant time, place, and context).
• My foot- or end-note style conforms to the style in my style manual.
• I have included a bibliography of my sources, which conforms to the style of my style manual.

STYLE

• Each page is numbered consecutively.
• I have used a common typeface, like Courier12, or Times Roman.
• I have double-spaced the paper, and have left one-inch margins at top, bottom, and sides.
• The title of my paper clearly relates to its contents, or to the question I have been asked to answer.

EDITING

• I have proofread the paper for spelling and grammar errors.
• I have re-written the paper at least once, identifying and eliminating instances of:
• passive voice
• inconsistent tenses
• subject/verb disagreement
• dangling clauses
• improper pronoun references
• comma splices, run-on sentences, and sentence fragments
• colloquial phrases
• I have read the paper aloud to myself or to someone else, listening for sentences that do not work.