Example Analytic Rubric: Articulating Thoughts Through Written Communication - Final Paper/project

Example Analytic Rubric: Articulating thoughts through written
communication final paper/project.

NEEDS
IMPROVEMENT (1)
DEVELOPING
(2)
SUFFICIENT
(3)
ABOVE
AVE R AG E
(4)
The central purpose

The purpose of the
of the student work is
The central purpose
student work is not
The central purpose
clear and ideas are
of the student work
well-defined.
of the student work
almost always
is clear and
Clarity (Thesis
Central ideas are
is identified. Ideas
focused in a way that
supporting ideas
supported by
not focused to
are generally
supports the thesis.
always are always
relevant
support the thesis.
focused in a way
Relevant details
well-focused. Details
information
Thoughts appear
that supports the
illustrate the authors
are relevant, enrich
and ideas.)
disconnected.
thesis.
ideas.
the work.
author jumps
Information and
Information and ideas
Information and
around). The
ideas are presented
are presented in a
ideas are presented
Organization
audience has
in an order that the
logical sequence
in a logical sequence
(Sequencing of
difficulty following
audience can follow
which is followed by
which flows naturally
elements/ideas
the thread of
with minimum
the reader with little or
and is engaging to
thought.
difficulty.
no difficulty.
the audience.
There are five or
There are no more
There are no more
more misspellings
than four
than three
and/or systematic
misspellings and/or
misspellings and/or
grammatical errors
systematic
grammatical errors
per page or 8 or
grammatical errors
per page and no more
Information and
ideas are poorly
sequenced (the
more in the entire
per page or six or
than five in the entire
There are no more
Mechanics
document. The
more in the entire
document. The
than two misspelled
(Correctness
readability of the
document. Errors
readability of the work
words or
of grammar
work is seriously
distract from the
is minimally
grammatical errors
and spelling)
hampered by errors.
work.
interrupted by errors.
in the document.
Example Developmental Rubric: Intercultural Maturity

DOMAIN
INITI AL LEVEL OF
DEVELOPMENT (1)
I N T E R M E D I ATE L E V E L
OF DEVELOPMENT (2)
M ATU R E L E V E L O F
DEVELOPMENT (3)
Assumes knowledge is
certain and categorizes
Cognitive
knowledge claims as right or
Evolving awareness and
wrong; is naive about different
acceptance of uncertainty
cultural practices and values;
and multiple perspectives;
Ability to consciously shift
resists challenges to ones
ability to shift from accepting
perspectives and behaviors
own beliefs and views
authoritys knowledge claims
into an alternative cultural
differing cultural perspectives
to personal processes for
worldview and to use multiple
as wrong
adopting knowledge claims
cultural frames
ethnicity, sexual orientation)
Evolving sense of identity as
Capacity to create an internal
identity; lack of understanding
distinct from external others
self that openly engages
of other cultures; externally
perceptions; tension between
challenges to ones views and
defined identity yields
external and internal
beliefs and that considers
externally defined beliefs that
definitions prompts self-
social identities (race, class,
regulate interpretation of
exploration of values, racial
gender, etc.) in a global and
Lack of awareness of ones

own values and intersection
of social (racial, class,
experiences and guide
identity, beliefs; immersion in
national context; integrates
Intrapersona
choices; difference is viewed
own culture; recognizes
aspects of self into ones
as a threat to identity
legitimacy of other cultures
identity
Dependent relations with

similar others is a primary
Willingness to interact with
source of identity and social
diverse others and refrain
Capacity to engage in
affirmation; perspectives of
from judgment; relies on
meaningful, interdependent
different others are viewed as
independent relations in
relationships with diverse
wrong; awareness of how
which multiple perspectives
others that are grounded in
social systems affect group
exist (but are not
an understanding and
norms and intergroup
coordinated); self is often
appreciation for human
differences is lacking; view
overshadowed by need for
differences; understanding of
social problems
others approval. Begins to
ways individual and
egocentrically, no recognition
explore how social systems
community practices affect
Interpersona
of society as an organized
affect group norms and
social systems; willing to work
entity
intergroup relations
for the rights of other

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Example Analytic Rubric: Articulating thoughts through written

communication final paper/project.

The central purpose

of the student work is

The central purpose

student work is not

The central purpose

clear and ideas are

of the student work

of the student work

Central ideas are

focused in a way that

supports the thesis.

always are always

support the thesis.

that supports the

illustrate the authors

are relevant, enrich

Information and ideas

ideas are presented

ideas are presented

in an order that the

audience can follow

which flows naturally

the reader with little or

There are five or

There are no more

There are no more

per page and no more

more in the entire

per page or six or

than five in the entire

There are no more

more in the entire

than two misspelled

readability of the work

distract from the

Example Developmental Rubric: Intercultural Maturity

knowledge claims as right or

Evolving awareness and

wrong; is naive about different

cultural practices and values;

and multiple perspectives;

Ability to consciously shift

resists challenges to ones

ability to shift from accepting

perspectives and behaviors

own beliefs and views

authoritys knowledge claims

into an alternative cultural

differing cultural perspectives

to personal processes for

worldview and to use multiple

adopting knowledge claims

ethnicity, sexual orientation)

Evolving sense of identity as

Capacity to create an internal

identity; lack of understanding