Qualitative Grading Rubrics

General

A)

Writing is clean and sophisticated, with flashes of originality
Understands and uses concepts in the field with insight and flexibility
Understands detail from assigned readings and other sources
Highly motivated; takes initiative in discussions
Takes a leadership role in groups

B)

Writes with clarity and precision
Understands and uses concepts in the field correctly and effectively
Demonstrates understanding of detail from assigned readings
Motivated, works hard
Creative participant in class discussions

C)

Writing shows obvious struggle with ideas
Grasps most of the important concepts at a level of definition, but cannot always use them effectively
Adequately motivated
Completes all or most of the work in a satisfactory manner
Attends class; appears to be paying attention
Responds appropriately to questions

D)

Poor or incomplete written work
Understand concepts at a minimal level
Low motivation; minimal engagement with the material

Analytical Essays

Scoring Level	Interpretation	Analysis & Evaluation	Presentation
4 - Accomplished	Analyzes insightful questions Refutes bias Critiques content Examines inconsistencies Values information	Examines conclusions Uses reasonable judgment Discriminates rationally Synthesizes data Views information critically	Argues succinctly Discusses issues thoroughly Shows intellectual honesty Justifies decisions Assimilates information
3 -C ompetent	Asks insightful questions Detects bias. Categorizes content. Identifies inconsistencies Recognizes context	Formulates conclusions Recognizes arguments Notices differences Evaluates data Seeks out information	Argues clearly Identifies issues Attributes sources naturally Suggests solutions Incorporates information
2 - Developing	Identifies some questions Notes some bias Recognizes basic content States some inconsistencies Selects sources adequately	Identifies some conclusions Sees some arguments Identifies some differences Paraphrases data Assumes information valid	Misconstructs arguments Generalizes issues Cites sources Presents few options Overlooks some information
1 - Beginning	Fails to question data Ignores bias Misses major content areas Detects no inconsistencies Chooses biased sources	Fails to draw conclusions Sees no arguments Overlooks differences Repeats data Omits research	Omits argument Misrepresents issues Excludes data Draws faulty conclusions Shows intellectual dishonesty

California State University, Fresno-General Education Scoring Guide for Critical Thinking

Oral Presentations

	Organization	Content	Style
Exemplary	The presentation is carefully organized and provides convincing evidence to support conclusions.	The content is accurate and complete. Listeners are likely to gain new insights about the topic.	The speaker is relaxed and comfortable, speaks without undue reliance on notes, and interacts effectively with listeners
Satisfactory	The presentation has a focus and provides some evidence which supports conclusions.	The content is generally accurate. Listeners may learn some isolated facts, but they are unlikdely to gain new insights about the topic.	The speaker is generally relaxed and comfortable, but too often relies on notes. Listeners are sometimes ignored or misunderstood
Below Expectations	No apparent organization. Evidence is not used to support assertions.	The content is inaccurate or overly general. Listeners are unlikely to learn anything or may be misled.	The speaker appears anxious and uncomfortable, and reads notes, rather than speaks. Listeners are largely ignored.

http://calstate.edu/acadaff/sloa