Seminar Grading rubric

[revised 1/17/08]

What is a grading rubric?  A grading rubric is a  set of criteria for evaluating your classwork and for giving you feedback.

Why a grading rubric?

• To let you know performance expectations and grading standards in advance
• To give you constructive feedback
• To help you evaluate and improve your own work
  

Presentations: Grading Rubric

Content	Mechanics	Grade
Major research questions and context of literature are framed and discussed Critical background is mastered Clear and objective summary of the main points of the work under discussion is made A sophisticated understanding of the major strengths and weaknesses of the work under discussion is demonstrated; personal opinions communicated   Thoughtful responses offered to questions raised in discussion	Presentation is well organized Terminology is clearly described Visual aids are clearly designed, effectively used, and authoritatively cited  Group discussion of the important points is stimulated Very few (<2) factual mistakes	A
Major research questions and context of literature are framed and discussed Critical background is mastered Clear and objective summary of the main points of the work under discussion is made A basic understanding of the major strengths and weaknesses of the work under discussion is demonstrated   Thoughtful responses offered to questions raised in discussion	Presentation is organized Terminology is described Visual aids are clearly designed, effectively used, and authoritatively cited  Group discussion of the important points is stimulated Very few (<5) factual mistakes	B
Major research questions and context of literature not identified Critical background is not mastered Main points of the work under discussion not identified A basic understanding of the major strengths and weaknesses of the work under discussion not demonstrated   No response offered to questions raised in discussion	Presentation is disorganized Terminology not explained Visual aids unclear/not used effectively, and/or not cited Group discussion not stimulated Factual mistakes (5-10) distract from major points/discussion	C

Session summaries: Grading Rubric

Content	Mechanics	Grade
Major research questions and context of literature are clearly stated Major conclusions of research under discussion described Points made by presenter, group discussion, ties in to other sessions are made A concise summary of the discussion outcome is offered	Summary is clear, complete, yet concise Presentation points and discussion questions are clearly summarized Few (<2) factual errors Few (<2) grammatical/spelling/typo errors	A
Major research questions and context of literature are clearly stated Most major conclusions of research under discussion described Most fundamental points made by presenter, group discussion, ties in to other sessions are made A summary of the discussion outcome is offered	Summary is complete Most presentation points and discussion questions are clearly summarized Few (<4) factual errors Few (<5) grammatical/spelling/typo errors	B
Major research questions and context of literature are not clearly stated Few major conclusions of research under discussion described Few points made by presenter, group discussion, ties in to other sessions are made A summary of the discussion outcome is not offered	Summary is incomplete Many presentation points and discussion questions are not clearly summarized Many (>4) factual errors Many (>5) grammatical/spelling/typo errors	C

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Sources:

Rubric Basics
Field-tested Learning Assessment Guide
Tewksbury, B., 1996, Teaching without exams - the challenges and the benefits.  Journal of Geoscience Education 44: 366-372, referenced in: Course Notes, National Association of Geoscience  Teachers (NAGT) Workshop for Early Career Faculty in the Geosciences: Teaching, Research and Managing your Career, June 1-6, 2002, Williamsburg, VA.
B. Tewksbury, pers. comm., August 2002.

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Back to GEOS595c syllabus.