This rubric is based on the University of Calgary grading
standards published in the Undergraduate
Calendar.
It will be used in conjunction with the instructions and criteria found
in assignment descriptions.
Written or oral assignments
Each assignment is assessed at two levels of features. The macro level weighs more than micro.
Micro level features can weigh down a grade. If you have excellent micro-level features (i.e. perfect grammar and good style), it cannot save an assignment with serious macro-level flaws.
However, poor micro-level features may overwhelm the macro and pull down the grade by multiple steps.
- Macro-level features: for a grade of A (Excellent) It does
more than merely follow all instructions; it
communicates with flair and enthusiasm that inspires the audience
and demonstrates very wise use of course materials, classroom
discourse and study/preparation time.
Its intellectual content is deep and insightful.
There is evidence of more than the expected amount of research
and/or planning. The argument is logical and
well organized at the macro and micro level, provides sufficient
and appropriate evidence to match claims, and integrates the evidence
(i.e. quotations) well. Overall the assignment, especially its
introduction, is well adapted to its target audience,
showing clear signs of adaptation. The conclusion
does not merely repeat the content of the paper but brings the
reader to a level of synthesis beyond the previous content. If
it is a presentation, delivery is professional,
confident, vivid and appropriate to the audience, content and
purpose.
- Micro-level features: for a grade of A (Excellent) The
Style is mature and precise: sentences flow well
together and are of varied length, words are well-chosen, and
tone is adapted to audience and purpose. Visual layout
is appropriate to the genre, and images, if any, are well chosen
and placed and properly cited. There are almost no grammatical
punctuation errors. There are almost no citation
and reference list errors or omissions. If it is an oral presentation,
the fine details of voice, gesture and slide organization are
also excellent.
SCORE
|
ASSIGNMENT FEATURES
|
NOTES
|
A+
|
Outstanding. The assignment is perfect or
exceeds the expecatations of A level work in this course.
Final grades of A+ may be given for a student whose grade averages
above 98% and who demonstrates excellent participation as well.
If it is a final grade, the A+ will appear on the transcript but
it will be counted as 4.0 in GPA calculations.
|
FINAL course grades of A+ are extremely rare.
|
A
|
Excellent. The assignment is within the highest quality
range given the expectations for students in this course.
|
90-95.99%
|
A-
|
The assignment is at
A-level in the macro-level features. However, there may be enough
problems with micro-level features that it cannot reach the A
level.
2 micro-level features, or 1 macro-level feature, may
be at the B level.
|
85-89.99%
|
B+
|
Fulfills criteria for B, but is A level in 2 or more
of the macro-level features.
|
80-84.99 %
|
B
|
Good. The assignment shows a complete grasp
of its subject matter. It shows competence with all macro-level
and micro-level features and will fulfil its purpose with its
audience.
However, it does not excel beyond competence in the macro-level
features. For example, it may not provide deep insight
or inspiration or creative synthesis, may show limited research
or coverage, or may try to cover too much information for its
length.
|
75-79.99 %
|
B-
|
Fulfills the macro-level features of a B level paper, However,
micro-level features are at the C level. |
70-74.99 %
|
C+
|
Fulfills criteria for a C, but is B level or higher
in at least 2 macro-level features.
|
65-69.99 % |
C
|
Satisfactory. The assignment follows instructions
and shows a basic understanding of its subject matter. The assignment
has acceptable micro and macro-level features.
It is basically readable but may occasionally stumble in logic
or organization, or it may have occasional moderate
and major grammar and style problems which hinder comprehension.
Its introduction or conclusion may be weak.
|
60-64.99 %
|
C-
|
The assignment met C level or higher in macro-level features,
but it was D level in micro-level features throughout.
For instance, moderate to serious errors more than occasionally
hindered comprehension of sentences, forcing the reader to guess
the meaning, or words and tone often detract from the purpose
and are not appropriate to the audience.
|
55-59.99 %
|
D+
|
Fulfills criteria for D, but it is C level or higher
in at least 2 macro-level features. |
53-54.99 %
|
D
|
Minimal pass. The assignment followed most
instructions and is beyond the minimum length, but does not show
satisfactory comprehension of its subject matter. It is weak
in both macro-level AND micro-level features.
|
50-52.99 %
|
F
|
Fail. The assignment is missing, did not follow
instructions, or its length or quality has not met the minimum
standards for this course. |
0-49.99 %
|
Q: Does hard work deserve a good grade?
Answer -- All assignments are graded as products/outcomes, NOT based on evidence
of effort. It may require a lot of time to bring weaker academic skills
to a higher standard. Even highly skilled students may spend time
and effort inefficiently or unwisely. However, it is unlikely that
a student will earn high grades if little time or effort is spent
learning concepts and skills or crafting an assignment.
Q: Is there any room for mercy in grading?
If you believe you have a good reason to appeal your grade, follow
the Calendar's appeal
procedures . Your assignment may be eligible for revision
for a higher score according to this instructor's revision
policy. Where complex projects involve considerable constraints
and challenges outside of a student's control (i.e. disability or
serious illness, service-learning group projects, planning and leading
events, website development and editing, very challenging rhetorical
situations), products will be evaluated in light of the evaluator's knowledge of those constraints.
Students are responsible to provide sufficient information about constraints
to enable context-sensitive evaluation.
SCORE
|
PARTICIPATION FEATURES
|
A
|
Excellent. The student goes beyond being
responsible and listening respectfully; the quality and quantity
of thoughts contributed is excellent, without taking up others'
air time or interrupting others rudely. The student knows the
art of building on peers' and instructors' comments, acknowledging
what they have said and providing further insight in a way that
builds morale and communicates a passion to learn from all sources.
Although he or she almost always has something insightful to
say, the student shows humility and is willing to remain quiet
when the instructor does not invite them to speak. At timely
moments the student also asks profound questions that motivate
further discussion and thought. The student occasionally takes
initiative outside of class time to ask for further information
or assistance to deepen their learning or strengthen their skills
beyond the B level.
|
B
|
Good. The student makes an effort to attend
all classes, is responsible with accidental lapses in attendance
and deadlines, listens actively, and contributes insight or
inspiration to peers in class discussions or activities. The
student also asks for clarification and assistance in a way
that assists other students who have similar questions and concerns.
Alternatively, the student may have occasionally contributed
at the A level but is in other respects at a C level in participation.
|
C
|
Satisfactory. The student has been present,
responsible and cooperative almost all of the time. However,
he/she does not contribute often in a way that provides inspiration
or insight to peers, or may not have been very attentive, or
never asked significant questions.
|
D
|
Minimal pass. The student has attended enough
classes to keep up with the course concepts and assignments.
However, the student did not show responsibility with several
missed classes or deadlines, or was occasionally disruptive
or disrespectful to classmates or instructor, or did not contribute
at all to the intellectual content of the course through discussion.
|
F
|
Fail. Insufficient attendance and insufficient
demonstration of responsibility regarding many missed classes
or deadlines.
|
|
