An A paper is The thesis or main point may be vague or unrecognizable, I developed these grading standards based on materials from Gary Resource:
Tools for TAs and Instructors Grading Written Assignments Back to Tools for Instruction o Writing Center Home Page The stack of papers on your desk seems bottomless, and mid-way through the paper you are reading, you cannot Criteria grading thesis what the student is arguing. Now you have to go back and re-read the paper.
On top of this, you are not even sure what constitutes a good and bad paper anymore. We have all been overwhelmed by the grading process. Though many of the tips below may appear to be time-consuming, they can in fact lead to a reduction in grading time and more importantly, a more productive, fruitful use of that time.
Invest Your Time Earlier in the Process Clearly explain the criteria you will use when evaluating student papers. Writing out your criteria insures consistency and provides a useful point of discussion in student conferences.
If possible, provide a model to students, by photocopying an A paper from a previous assignment, for example.
Explain why the paper is successful. Include informal writing about the assignment before the final paper is due see "In-class Writing Activities" for suggestions. If time, see each student individually to help them develop and revise their paper. Make your key contribution here; put a grade and only minimal comments on the final paper.
Know exactly what you expect of an A paper, and how you will differentiate among A, B, C, D, and F papers see below for suggestions.
Set aside one or two representative As, Bs, Cs, Ds which can act as touchstones if you lose focus. Read through the writing once without commenting: Respond-as-you-go is a tough habit to break, but it can interrupt the flow of your reading, creating frustration and comprehension problems.
Agonizing over problem papers may disrupt your reading; set them aside and go back to them. Don't read an entire batch of papers in one sitting. Holistic Grading Holistic grading involves looking at the paper as an entire document instead of distinguishing content from form. It might help to write out a description of what constitutes an A, B, and C paper.
The following paragraphs are illustrative: This paper is insightful. It addresses the assignment in a way that indicates your comprehension of and control over the assignment itself as well as an understanding of the underlying issues.
The message is communicated clearly, concisely, and directly. There is a confidence in this writing. The paper meets, and at times, exceeds the basic requirements of the assignment. The paper indicates that you are beginning, at times, to think through and deal with major ideas in the assignment.
The message is communicated with generally effective clarity, directness, and conciseness. While the paper offers little insight into the greater issues of the assignment, it meets the basic requirements.
The message, for the most part, is reasonably clear, concise, and direct, although there are some problems with your writing.Grading With Checklists Evaluation sheets or checklists permit: Students to edit their papers using the checklist guidelines ; Teachers to grade efficiently and consistently ; However, some graders find segmenting the paper into specific items counter to their holistic understanding of writing.
GRADING CRITERIA. An A paper is excellent in nearly all respects: Ideas--An A paper is an interesting and sophisticated response to the topic. The central idea or thesis is clearly stated, worthy of development, and suitably specific; usually the thesis constitutes a thoughtful answer to a question worth asking.
Evaluation criteria for Master’s theses Determination of the overall grade The overall grade of a thesis is always based on an overall consideration. In other words, the grade of a thesis is not necessarily the numerical average of .
for a thesis that is historical in nature (or appropriate to some other discipline); whose “thesis” is a fairly obvious statement; that never arrives at any clear points about the work; or that makes a series of unconnected points.
Grading Criteria. How Exam Assessment Works. Grading Criteria Used to Evaluate Essays Written for Writing Proficiency Program Assessments. Home; Academics; Uses content that consistently supports the thesis or main idea.
Sustains the focal point sufficiently throughout the essay. Meets required length through idea development. 1 Revised 8/18 Long-Form Grading Criteria for Rutgers WP Analytic Essays I. Explication of Categories THESIS The thesis is a paper’s arguable position, which .