Assessment Description Review the media piece "Peer Review Using Rubrics” found within the list of Topic 6 resources (to the right). Follow the directions outlined in the media piece to complete this

Criteria

% Value

1: Unsatisfactory

2: Insufficient

3: Approaching

4: Acceptable

5: Target

Why was this score determined for your peer’s essay? What evidence/examples do you have for this score?

% Scaling

0%

65%

75%

85%

100%

Content – 60%

Evidence/Informed Position

GED3C3

Make informed decisions based on historical, current, reliable, and valid information

30%

No evidence is used to document that the decision on the position was informed on reliable, historical, or valid information.

Presents minimal evidence to support the decided position on an issue. Not all evidence is relevant to the specific position or stance chosen. Fewer than three outside sources are used. No Peer reviewed sources used.

Presents minimal evidence to support the decided position on an issue. Not all evidence is relevant to the specific position or stance chosen. At least three outside sources are used with at least one peer-reviewed journal article.

Presents key evidence to support the decided position on an issue through a synthesis of paraphrased and quoted material. Research is mostly based on relevant and valid information. Three sources are used. At least two peer reviewed journal articles are used.

Presents key evidence to support the decided position on an issue through a synthesis of paraphrased research based on historical, current, reliable, and valid information. At least three peer reviewed journal articles are used. Direct quotes are minimal.

Rationale for score:

Critical Thinking Application

GED3C2

Apply appropriate critical inquiry strategies (e.g., inductive, and deductive reasoning, analysis, evaluation, and synthesis) to issues and questions.

30%

Does not apply critical inquiry through inductive and deductive reasoning, analysis, and evaluation of evidence collected. The writer relies entirely on their personal experience and/or feelings to justify their position on the issue.

Applies critical inquiry through inductive and deductive reasoning, analysis, and evaluation of evidence collected erroneously. Internal reflection on the issue displays potential trouble maintaining objectivity. Opposing viewpoints are incomplete or inaccurate. Works to identify the main points of the issue. Essay may lack in its persuasiveness due to errors in managing emotion and avoiding fallacies within the essay.

Applies critical inquiry through inductive and deductive reasoning, analysis, and evaluation of evidence collected with some errors. Internal reflection on the issue is evident. Opposing viewpoints may not be completely clear. Identifies the main points of the issue. Upholds persuasive tone rather than manipulative by managing emotion and avoiding fallacies with few errors.

Applies critical inquiry through inductive and deductive reasoning, analysis, and evaluation of evidence collected with minimal errors. Internal reflection on the issue is evident. An opposing viewpoint is considered. Identifies not only the main points, but also some of the embedded, implicit, or unspoken aspects of the issue. Upholds persuasive tone rather than manipulative by managing emotion and avoiding fallacies with minimal errors.

Accurately applies critical inquiry through inductive and deductive reasoning, analysis, and evaluation of evidence collected. Internal reflection on the issue is evident. Opposing viewpoints are considered. Identifies not only the main points, but also the embedded, implicit, or unspoken aspects of the issue. Upholds persuasive tone rather than manipulative by managing emotions and avoiding fallacies.

Rationale for score:

Organization and Effectiveness – 30%

Logical Position and Clear Thesis Statement

GED3C1

Demonstrate clarity and logic in asking questions and acquiring knowledge.

Communicates reason for writing

7%

The point of view (position) and reasons on the issue are not discernible. Fewer than two reasons for the position may be provided

The position and reasons for position may not be contained in any sort of formal thesis statement at the end of the introductory paragraph. Thesis is not restated in the conclusion.

Formulates an informational statement about the topic their chosen issue resides in. This contributes to an unfocused point of view (position) on an issue. Trouble determining alignment and/or logic of the reasons provided. Two or more reasons are provided.

The statement or unfocused position and reasons to support the position are contained within a wordy or choppy thesis statement as the end of the introductory paragraph. The thesis statement does not necessarily make the purpose of the paper clear due to the errors in formulating a clear position and logical reasons to support the position. Thesis may not be restated in the conclusion.

Formulates a point of view (position) on an issue that can be assumed but may not be clearly stated. Reasons provided to support position are mostly logical. Two or more reasons are provided.

The position and reasons to support the position as a logical stance are contained within a thesis statement at the end of the introductory paragraph. The thesis statement makes the purpose of the paper clear. Thesis might not be restated in the conclusion.

Formulates a clear point of view (position) on an issue. Reasons provided to support position are mostly logical.

The position and reasons to support the position as a logical stance are contained within a one-sentence thesis statement at the end of the introductory paragraph. The thesis statement makes the purpose of the paper clear. Thesis is also restated in the conclusion.

Formulates a clear, precise, and logical point of view (position) on an issue. Reasons provided to support position are all logical.

The position and reasons to support the position as a logical stance are concisely contained within a one-sentence thesis statement at the end of the introductory paragraph. The thesis statement makes the purpose of the paper clear. Thesis is also accurately restated in the conclusion.

Rationale for score:

Development, Paragraph Structure, and Transitions

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

7%

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Includes topic sentences that are persuasive and align with thesis statement. Includes details and rationale that support the main points of each supporting paragraph. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless with smooth transition between paragraphs

Rationale for score:

Word Count

Word Count

10%

Word count is less than half the minimum or more than double the maximum.

Body of essay is more than 100 words over or under the word count.

Body of essay is more than 50 but less than 100 words over or under the word count.

Body of essay is over or under the word count by 50 words or less.

Within the appropriate word count range of 750 – 1,000.

Rationale for score:

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

6%

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

Few mechanical errors are present. Suitable language choice and sentence structure are used.

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Rationale for score:

Format – 10%

Format

Uses appropriate style, such as APA, for college, subject, and level.

5%

Appropriate format is not used.

Appropriate format is attempted, but some elements are missing.

Appropriate format and is used, although there are some obvious errors.

Appropriate format is used with only minor errors.

No errors in formatting are present.

Rationale for score:

Documentation

Documents sources in APA using in-text citations, and references.

5%

No reference page is included. No citations are used.

Reference page is present. Citations are inconsistently used.

Reference page is included, and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.

In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.

Rationale for score: