Analysis Grading Rubric

Instructor:Megan Winget Barrett
Office: 213 Manning Hall
IM: NCMeggo (I'll try to log on with this username most evenings)
Office Hours: 12:15 - 1:15, Tuesday and Thursday
Class Times: Tuesdays and Thursdays: 11 - 12:15, Jan 13 - April 28

Analysis Grading Rubric 18 pts = 18%

For the in-class analysis, you will be expected to lead a class discussion for approximately 20 - 30 minutes on the readings assigned that day. This analysis, and the ideas resulting from interaction with your classmates, will hopefully provide the basis for your class paper. You will receive your analysis grade the next class day.

The analysis task is a kind of amalgam between participation and presentation. The grading criteria focus on three factors: evidence of preparation, ability to communicate and discuss the readings' complexities, and presentation skill.

 

Criteria

Evaluation

Points

 

Poor /
Needs Work

Good

Excellent

18 points total

 

1

2

3

 

Preparation

        

Questions to the Listserv

Did not send questions to the listserv, or sent them after 10 PM on the day before class. Questions were irrelevant.

Sent questions to the listserv after noon the day before class, but before 10 PM. Questions were relevant although vague.

Sent questions before noon the day before class. Questions were interesting and thought provoking. Questions represent themes and issues to be discussed in class

 

Content

        

Breadth of Literature Cited

Did not discuss all of the required readings.

Discussed all of the required readings and some of the recommended ones.

Discussed all of the required readings as well as all of the recommended ones; found additional sources to share with the class

 

Synthesis of Literature

No integration, a collection of scattered thoughts / ideas.

Some synthesis of ideas but needs greater critical thinking.

Themes and ideas from all readings are unified, and the topics are adressed in a coherent fashion.

 

Seeing Relationships between Readings

Unable to make connections between current week's readings.

Able to make connections between current week's readings.

Able to make connections between current and previous weeks' readings, and any additional readings cited in the analysis.

 

Presentation

        

Effective Use of Time

Analysis did not last for the 20 minutes alloted, or ran over 30 minute time frame.

Analysis flowed from one topic to another, although sometimes converstation was stilted. Stayed within time frame.

Analysis flowed easily from one topic to another. Conversation was natural and effortless. Stayed within timeframe

 

Ability to Interact with Class

Student was defensive and rude to comments or suggestions made by others. Student allowed conversation to get derailed.

Student was open to new ideas. If conversation got off topic, student was able to lead discussion back to relevant .

Student was open and welcoming of new ideas. Had the ability to keep the discussion going, on topic, for the entire run of the analysis session.

 

 

 

 

Total Points =