Rubric for assessment of the text: Difference between revisions

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Rubric for assessment of the text (view source)

Revision as of 09:19, 26 November 2010

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Used for Case study assessment in 2010/2011 course
Used for Case study assessment in 2010/2011 course
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  | '''Criteria/levels of fulfillment''' || 10 || 5 || 0 || Assessment ||  
  | '''Criteria/levels of fulfillment''' || max points: 10 || max points: 5 || points: 0 || '''Assessment''' ||      
  |-
  |-
  | '''Content'''|| quality of resources &well-founded argumentation: textshows knowledge, provides real(measurable) information; details go beyond the obvious or predictable; arguments are based on reliable resources found specifically for research; theories or statistical data presented || insufficient information; details are more or less predictable; sometimes reliable but some of the argument is biased || information is limited,repeated, no specific or original details; the author is just trying to sell an idea or opinion || ||
  | '''Content'''|| '''quality of resources &well-founded argumentation''': text shows knowledge, provides real(measurable) information; details go beyond the obvious or predictable; arguments are based on reliable resources found specifically for research; theories or statistical data presented || insufficient information; details are more or less predictable; sometimes reliable but some of the argument is biased || information is limited,repeated, no specific or original details; the author is just trying to sell an idea or opinion || ||
  |-
  |-
  | '''Context''' || wide context & core ofthe problem identified:problems understood in their inter-relationships, interlinked with similarthemes, specific information fits into the whole picture; hidden causes ofdescribed phenomena are understood || || narrow context: problems not interrelated, randomfacts presented; specific information out of context || ||
  | '''Context''' || '''wide context & core of the problem identified''': problems understood in their inter-relationships, interlinked with similar themes, specific information fits into the whole picture; hidden causes of described phenomena are understood || || narrow context: problems not interrelated, random facts presented; specific information out of context || ||        
  |-
  |-
  | '''Practical relevance''' || || || || ||  
  | '''Practical relevance''' || combines '''general, theoretical knowledge''' and global features with '''practical consequences''' and local context: shows concrete examples and has practical conclusions || theoretical/practical knowledge and global/local perspective is not sufficiently balanced || from either a purely global or the prevailing local perspective; examples from practice versus generalizations do not work; no practical relevance || ||              
  |-
  |-
  | '''Focus''' || strong conclusions: values behind the topic are clear; main problem identified and discussed (analyzed); narrowing of topics -> channeled towards practical conclusions(at the end of the writing process) || several topics with +- clear priorities; text is sometimes focused on minor problems and neglects importantones || value orientation not certain; numerous topics with noclear priority; weak or totally impractical conclusions || ||  
  | '''Focus''' || '''strong conclusions''': values behind the topic are clear; main problem identified and discussed (analyzed); narrowing of topics -> channeled towards practical conclusions(at the end of the writing process) || several topics with +- clear priorities; text is sometimes focused on minor problems and neglects importantones || value orientation not certain; numerous topics with noclear priority; weak or totally impractical conclusions || ||          
  |-
  |-
  | '''Clarity''' || logical structure of the text: ideas are clear, (every) paragraph declares a separate point; detail adds to the main idea, elements are in the right place || ideas & focus of (every)paragraph need to be more specific; details need to be used in proper context(of other elements and main idea) || ideas unclear, seem scrambled, jumbled, and disconnected; structure not logical; details do not fit with the main idea ||   ||  
  | '''Clarity''' || '''logical structure''' of the text: ideas are clear, (every) paragraph declares a separate point; detail adds to the main idea, elements are in the right place || ideas & focus of (every)paragraph need to be more specific; details need to be used in proper context(of other elements and main idea) || ideas unclear, seem scrambled, jumbled, and disconnected; structure not logical; details do not fit with the main idea || ||          
  |-
  |-
  | '''Critical approach''' || balanced text: opposing views presented || || one-sided ideology promoted || ||  
  | '''Critical approach''' || '''balanced text''': opposing views presented || || one-sided ideology promoted || ||        
  |-
  |-
  | '''Commitment ''' || ethics (writing) &length (text): writing process basedon ethical values; time spent on writing above average || || ethical principles in writing not satisfactorily respected & time or attention paid to the writing not sufficient || ||  
  | '''Commitment ''' || '''ethics (writing) &length (text)''': writing process basedon ethical values; time spent on writing above average || || ethical principles in writing not satisfactorily respected & time or attention paid to the writing not sufficient || ||          
  |-
  |-
  | '''Individual input & risk-taking ''' || initiative in researching topic: originality of the theme, independent work with resources || some new perspectives, but some are replicated, insufficient initiative || description of the problem does not bring any new perspectives; conclusions not original; insufficient resources || ||  
  | '''Individual input & risk-taking ''' || '''initiative in researching topic''': originality of the theme, independent work with resources || some new perspectives, but some are replicated, insufficient initiative || description of the problem does not bring any new perspectives; conclusions not original; insufficient resources || ||          
  |-
  |-
  | '''Formal features ''' || respecting academic genre: proper length of paragraphs, sufficient titles and subtitles, sources properly cited in the text and in the list of references – citation format respected || no clear genre and structure, citation +/- OK || mixed genre, titles and subtitles insufficient, sources not properly cited in the text, citation format not correct || ||  
  | '''Formal features ''' || respecting '''academic genre''': proper length of paragraphs, sufficient titles and subtitles, sources properly cited in the text and in the list of references – citation format respected || no clear genre and structure, citation +/- OK || mixed genre, titles and subtitles insufficient, sources not properly cited in the text, citation format not correct || ||            
  |-
  |-
  | '''Reaction on the peer review ''' || reviewer’s comments respected fully – or left out those which are not relevant – in which case an explanation is provided in the discussion || || reviewer’s comments not respected || ||  
  | '''Reaction on the peer review ''' || '''reviewer’s comments respected''' fully – or left out those which are not relevant – in which case an explanation is provided in the discussion || || reviewer’s comments not respected || ||                  
  |-
  |-
  | '''Total (points)''' || || || || '''max 100''' ||  
  | '''Total (points)''' || || || || '''max 100''' ||            


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Jana Dlouha
445

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