Assessment and Outcomes

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Teaching - Learning Fellows, Summer 2003 Learning Outcome Project

Overview | Course Goals
Broad Learning Objectives | Teaching Practices

History—Evaluation of Papers

When evaluating your papers, I use the grid below:


200-180 pts.)
(179-160 pts.)
(159-140 pts.)
(139-120 pts)
(120-0 pts.)
Thesis Essay is based on a clear, well defined thesis. Thesis is original and goes beyond the ideas in class A clear thesis that is well developed A controlling idea. Thesis doesn't answer a how or why question. Thesis is vague or irrelevant. No discernable thesis.
Analysis and Development Topic thoroughly discussed.  Strong development of ideas. Shows a command of the conceptual and interpretive tasks of the assignment. Ideas are well explained and developed.  Shows a solid understanding of the text, ideas and the assignment. Logical organization but not smooth.  Some errors of fact, but shows an overall understanding of the assignment. Inadequate command of the material with significant factual or conceptual errors. Unfocused, rambling discussion.  Essay does not respond to the assignment.
Evidence The essay includes well chosen examples and evidence that are central to the thesis. Sources properly and fully cited. Evidence used well; clearly explained and supports thesis; adequate source citation. Generalizations unsupported by evidence. Some evidence cited by not explained nor connected to the thesis. Few quoted sources; some citation problems. Little or no specific evidence. Significant citation errors. No evidence given.  A summary of lecture or texts. No citations.
Interpretation of Evidence Clear original interpretation of evidence; independent thinking; fresh ideas. Some originality of thought.; evidence explained and interpreted. Relies on summarizing. Shallow analysis. Ideas are obvious from the reading. No explanation or interpretation. Writer's viewpoint is unclear. Little or no development. Vaguest generalizations and misinformation.
Transitions Essay moves easily from one point to the next.  Fully developed paragraphs with good topic sentences. Paragraphs are linked to one another. Clear transitions, the development of coherent ideas in unified paragraphs. Some awkward transitions, weak or undeveloped paragraphs not clearly connected to one another. Digresses from one topic to another without linking those topics or ideas together. No transitions and incoherent paragraphs.
Grammar and Style Sophisticated sentences, chooses words aptly, and observes all the conventions of English grammar. A good command of English with occasional stylistic or grammar problems. A tendency toward wordiness, unclear or awkward sentences, imprecise use of words and grammatical errors.  Overuse of the passive voice. Major grammatical problems; Incomplete sentences and confusing or unclear writing. Unreadable owing to the violation of the basic rules of grammar.
Title Title is original and conveys interpretation. Title clearly signifies your interpretation. Title copied from chapter, sources or assignment sheet. Unrelated or unclear title. No title given.

Source for Chart: Rand Jimerson, WWU and University of California, Irvine, Humanities Core Program