Unraveling the Mysteries of the Application Rubric Did you know the word rubric comes from the French word rubrique, meaning ‘red coloring matter’?

2 Training session for fine tuning the Application papers Points to remember about Walden’s rubric: *The rubric is posted in the Doc Sharing area of the eCollege class. *All application and reflection papers are to be graded using the rubric. *Rubrics are used to assess student work, provide feedback for improvement, and create a uniform evaluation for all student work at Walden. *Students are informed that a grade of ‘B’ reflects a solid, graduate-level product that meets the required elements of the assignment.

3 Positive outcomes of using the Application rubric *Student work is assessed in a consistent manner from class to class and from program to program. *Students use the rubric to pre-assess their work before submitting it for grading. *Students are given uniform feedback, which helps them improve their work. *Students develop a scholarly voice to enhance their professional growth. *Students are more likely to use rubrics in their own classrooms.

4 Examples of graded papers An example of an ‘A’ paper can be found in the corresponding Word document. An example of the same paper as a ‘A-’ product can be found in the corresponding Word document. An example of the same paper as a ‘B’ product can be found in the corresponding Word document. An example of the same paper as a ‘B-’ product can be found in the corresponding Word document. An example of the same paper as a ‘C’ product can be found in the corresponding Word document. An example of the same paper as a ‘F’ product can be found in the corresponding Word document.

5 Characteristics of an ‘A’ paper ‘A’: Exemplary Work ‘A’ = 4.0; ‘A-’ = 3.75 * Exceeds the basic expectations of a ‘B’ paper as mentioned in the rubric and /or directions for the application or reflection paper * Includes at least two outside/additional sources into the paper from course materials. * Relates the focus of the paper to the context of the teacher’s own classroom. * Paper should contain no APA formatting errors and few, if any, English/grammar errors * Paper contains a scholarly introduction with a strong thesis statement. * Paper contains a scholarly conclusion. * Appropriately formatted Title and Reference pages are included.

6 Characteristics of a ‘B’ paper ‘B’: Graduate Level Work ‘B+’ = 3.50; ‘B’ = 3.00; ‘B-’ = 2.75 * The paper completes all components for the assignment. * The paper is complete and fulfills the requirements of the given prompt in a detailed and scholarly manner, but lacks the extras needed to achieve an ‘A’. * The paper contains a scholarly tone, with major points supported by course readings or videos. * The paper contains few APA and/or English or grammatical errors.

7 Characteristics of ‘C’ and ‘F’ Papers ‘ C’: Minimal Work ‘C+’ = 2.50; ‘C’ = 2.00; ‘C-’ 1.75 ‘F’: Work Submitted but Unacceptable ‘F’= 1.00 Characteristics of a ‘C’ paper * One or more of the components of the assignment is missing. * Some ideas in the paper do not relate to the given topic. * Several APA and/or grammatical errors are present. Characteristics of a ‘F’ paper * Several parts of the paper are missing. * No scholarly references are made. * Numerous grammatical, mechanical, and APA errors are present.

8 Suggestions to differentiate between an ‘A-’ and a ‘B+’ paper To qualify for an ‘A-’, several of the nine characteristics of an ‘A’ paper are present, with the other characteristics falling at the ‘B’ level. * ‘Extras’ of some kind have to be included: examples, connections to the classroom, reflections, etc. – over and above what the assignment requires. * Course sources are used, and are appropriately cited in the paper. * One or more related outside scholarly sources are included, with text citations. * All sources and ideas are connected to the assigned topic. * APA and standard English usage are correct, with few errors. To qualify for a ‘B+’, a few of the characteristics of an ‘A’ paper are present, with most of the characteristics falling at the ‘B’ level.

9 Suggestions to differentiate between a ‘B-’ and a ‘C+’ paper To qualify for a ‘B-’, several of the characteristics of a ‘B’ paper are present, with the other characteristics falling at the ‘C’ level. * A distinct introduction and conclusion are attempted. * Title and Reference pages are included. * At least one class resource is cited in the text of the paper. * APA format is generally followed, but some errors are present. * The reader is able to follow the ideas presented, although some ideas may not be fully developed. To qualify for a ‘C+’, at least one characteristic of a ‘B’ paper should be present, with most of the characteristics falling at the ‘C’ level.

10 Suggestions to differentiate between a ‘C-’ and a ‘F’ paper To qualify for a ‘C-’, several of the characteristics of a ‘C’ paper are present, with the other characteristics falling at the ‘F’ level. * An introduction or conclusion is attempted. * Attempts are made to use APA formatting. * Some references are made to the topic of the assignment and connections are made to course readings or videos. * English and grammar usage contain more than a few errors. To qualify as a ‘F’ paper: * Important parts of the paper are missing. * APA formatting is not attempted. * No reference is made to scholarly resources, including course readings or videos. * Contains many Standard English and grammar errors.

11 Application Rubric ABC’s These are some basics of rubric assessment and grading: A – Apply the rubric thoughtfully. B – Be consistent. C – Collect sample papers to use as grading benchmarks. Please note that you may collect and use these application papers as samples, with student permission, and with the understanding that all information about the student is removed from the paper.

12 Additional Suggestions Welcomed The effort to increase consistency among instructors is an ongoing process. We encourage you to us any strategies you use when grading papers. Questions to Consider: * How do you use the rubric to help determine grades, especially between the ‘+’ and ‘-’ grades? * What ideas and/or strategies do you use that could be added to this presentation? We welcome your input! Debbey Thomas, Ed.D. Cindee Easton, M.ED. Phyllis Ellett, Ed.D.