Extended-Response Essay Rubric (passing score 40+)

Criteria	Rating Scale
	Inadequate (0-5)	Adequate (6-7)	Above Average (8-9)	Exemplary (10)
Organization	Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.	The main points lack detailed development. Ideas are vague with little evidence of critical thinking.	Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.	Content indicates the synthesis of ideas, in-depth analysis, and original thinking.
Level of Content	Content shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.	Content indicates thinking and reasoning applied with original thought on a few ideas.	Content indicates original thinking and develops ideas with sufficient and firm evidence.	Content indicates the synthesis of ideas, in-depth analysis and original thinking.
Development	The main points are well developed with high quality and quantity support. Reveals a high degree of critical thinking.	The main points are presented with limited detail and development. Some critical thinking is present.	The essay is free of distracting spelling, punctuation, and grammatical errors; absent of fragments, comma splices, and run-ons.	Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions are evident but not used throughout the essay.
Grammar & Mechanics	Content indicates the synthesis of ideas, in-depth analysis, and original thinking.	Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions are evident but not used throughout the essay.	The essay has few spelling, punctuation, and grammatical errors allowing the reader to follow ideas clearly. Very few fragments or run-ons.	Attains college-level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively.
Style	Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices, or emphasis.	Fails to follow format and assignment requirements; incorrect margins, spacing, and indentation; neatness of essay needs attention	Approaches college-level usage of some variety in sentence patterns, diction, and rhetorical devices.	Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination.
Format	Most spelling, punctuation, and grammar are correct allowing the reader to progress through the essay. Some errors remain.	Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors.	Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.	Meets all formal and assignment requirements; attention to detail; all margins, spacing, and indentations are correct; essay is neat and correctly assembled with a professional look.

Syllabus Rubric (passing score 40+)

Criteria	Rating Scale
	Emerging (0-2)	Developing (3-4)	Mastering (4-6)
Course Description	Instructor name and contact info, class time, and location	In addition, lesson prerequisites (if any), and lesson description	In addition, supplemental readings, and resources
Overall Tone	Mechanical, dictatorial	Teacher-oriented	Student/learning-oriented
Class Schedule	Little or no information on what topics will be covered	Topics are shown in a bulleted list	Fully articulated and logically sequenced schedule with topics shown in a bulleted list along with any required reading and preparation necessary from students
Course Format	Vague, or cryptic descriptions of course expectations and how class time will be used	Mutual role expectations for students and the instructor are explained, together with various teaching methods and modes	Role expectations and class format are explained in such a way that students understand the underlying rationale and benefits for them
Course Outcomes	Not articulated	Stated in general, but vague and uses unmeasurable terms	Listed with appropriate, descriptive verbs that lend themselves to measurement and seek high levels of learning (see Bloom’s taxonomy)
Assessment of Student’s Learning	No information about how the student’s learning will be assessed	Brief information about how the student’s learning will be assessed	Entailed information about how the student’s learning will be assessed
Alignment	No clear connection between lesson outcomes and assessments	The apparent connection between lesson outcomes and assessments	The clear connection between lesson outcomes and assessments
Variety of Teaching & Assessment Methods	Lesson teaching is all similar (i.e., all lectures), and no indication of assessments	Lesson teaching and assessment methods are similar (i.e., presentation, lectures, written tests, hands-on skill builders)	Lesson teaching and assessment methods are varied (i.e., presentation, lectures, written tests, hands-on skill builders)
Continuity of Feedback to Students on Their Learning	No mention of obtaining student feedback on their progress	One method of obtaining student feedback on their progress is mentioned	Several methods of obtaining student feedback on their progress are mentioned
Opportunity for Students to Evaluation the Lesson	Students only opportunity to provide a lesson evaluation is at the end of the lesson	The instructor provided a brief  evaluation sheet for immediate response or asked for feedback in the chat	The instructor created an in-depth lesson evaluation survey

See Bloom’s Taxonomy (University of Arkansas) for help with defining course outcomes.

Lesson Evaluation (passing score 4+)

The lesson evaluation below will be used by the instructor roleplaying as a student.

The final results will be provided by email within five business days.