Cleveland State University

Office of Student Learning Assessment

FAQ Example

What are checklists and scoring rubrics?

Check lists and Scoring Rubrics

Assessment of student learning should be systematic, explicit and public. Check lists and scoring rubrics help establish these three criteria. While scoring rubrics are preferred as they provide students and those grading with more explicit criteria, check lists with examples of model student papers that are available to current students can be used.

Scoring Check List

A detailed list of the components of required in a paper, assignment project, performance etc.

e.g. Biology Research Report

Components

Possible Points

Title

1

Introduction

2

Scientific  Format

2

Materials and Methods

4

Non experimental information

2

Experimental design

5

Operational Definitions

2

Control of Variables

3

Data collection

4

Display of Data

4

Interpretation of Data

4

Conclusions

2

TOTAL

35

Scoring Rubric

A matrix that explicitly states the criteria and standards for student work.

Take home examination in Literature: Take home examination asking students to take on a position on a debatable issues concerning the interpretation of the literature they had studied.

Scoring Level

Position

Support

Alternative Points of View

5

Student takes a defensible position on the issue posed in the exam question and states the position clearly. Position does not merely state the obvious or parrot one of the readings, but shows a creative mind at work.

Support for the position is imaginative, thorough, relevant, and clearly stated. Shows a thorough knowledge of the readings and ability to use material from readings as evidence. Evidence s accurately stated. Writer smoothly integrates evidence from various parts of the texts. Makes clear how the textual references support the writer’s point. Includes all important relevant evidence found in the readings.

Acknowledges all reasonable alternative points of view found in the readings or raised in class. Accurately and respectfully summarizes these points of view. Responds to alternative points of view thoroughly and creatively, showing why the writer has chosen his or her own point of view rather than these.

4

Student takes a defensible position on the issues posed in the exam and states the position clearly. Position may be somewhat obvious or closely parallel one of the readings.

Support for the position is thorough, though perhaps somewhat prosaic. Shows a thorough knowledge of the readings. Evidence is accurately stated. Makes clear how the textual references support the writer’s point. May not smoothly integrate evidence from various parts of the texts. Includes most of the important relevant evidence found in the readings.

Acknowledges most reasonable alternative points of view found in the readings or raised in class. Summary of these points of view is substantially accurate. Responds adequately to alternative points of view, showing why the writer has chosen his or her own point of view rather than these.

3

Student takes a defensible position on the issue posed in the exam and states the position clearly. Position may be somewhat obvious or simply paraphrase one of the readings

Support for the position is adequate. Shows a thorough knowledge of the readings. Evidence is substantially accurate, though may have some distortion or inaccuracies. Mostly clear about how the textual references support the writers point of view. May not smoothly integrate evidence from various parts of the texts. May omit some relevant information  found in the readings.

Acknowledges most reasonable alternative points of view found in the readings or raised in class. Summary of these points of view is substantially accurate. Responds adequately to alternative points of view, showing why the writer has chosen his or her own point of view rather than these.

2

Student takes a defensible position on the issue posed in the exam, but the statement is ambiguous, carelessly stated, or must be inferred

As for 3 above, but support for the position is barely adequate and/or may omit major relevant evidence found in the readings

Acknowledges at least one reasonable alternative point of view found in the readings or raised in class. Summary of this point of view is substantially accurate.

1

Student does not clearly state a defensible position, or position is not defensible, or position is irrelevant to the question posed in the exam

Support is absent or slim and/or textual references are substantially inaccurate/ and or not related to the writer’s point.

Acknowledges no alternative points of view

engaged learning
Mailing Address
Office of Student Learning Assessment
Cleveland State University
2121 Euclid Avenue, AC225
Cleveland, OH 44115-2214

Campus Location
Parker Hannifin Admin. Center 225
2300 Euclid Avenue

Phone 216.687.4700

Contact
Dr. Joshua G Bagaka's, Director
216.875.9712
OfficeOfAssessment@csuohio.edu


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