RCampus Enterprise Request Info. All rights reserved. Problem-Solution Essay. Problem-Solution Essay Enter rubric description. None 0 pts. Poor 10 pts. Fair 15 pts. Good 20 pts. Problem The problem should be stated in clear language. None The statement of the problem cannot be found.
Poor The problem is stated but is difficult to find and difficult to understand. Fair The problem is stated, but it is a little difficult to understand. Good The problem is stated in clear language. None The statement of the solution cannot be found. Poor The solution is stated but is difficult to find and difficult to understand. Fair The solution is stated, but it is a little difficult to understand.
Good The solution is stated in clear language. None No evidence was given to support the main idea. Poor Only a little evidence was provided. Fair Some evidence was given to support the main idea but not enough. Good Good support was given to the main idea. None No call to action was given to tell readers what they can do. Poor The call to action is very weak. Fair The call to action is not very recognizable. Good The audience readers will easily recognize what they can do to help solve the problem. None The essay is very messy. Poor The essay is only somewhat organized. Fair The essay is somewhat organized.
Good The essay is written in a logical order that the reader can easily follow and understand. Preview Preview this rubric.
Edit Modify this rubric. Copy Make a copy of this rubric and begin editing the copy. Print Show a printable version of this rubric. Categorize Add this rubric to multiple categories.
Bookmark Bookmark this rubric for future reference. Test run Test this rubric or perform an ad-hoc assessment. Grade Build a gradebook to assess students. Collaborate Apply this rubric to any object and invite others to assess. Publish Link, embed, and showcase your rubrics on your website. Email Email this rubric to a friend. Discuss Discuss this rubric with other members.
Do more with rubrics than ever imagined possible. Only with iRubric tm. This list is not meant to suggest what your students should perform. State standards, curriculum goals, and instructional goals and objectives are the sources for what types of performances your students should be able to do.
When the intended learning outcomes are best indicated by performances—things students would do, make, say, or write—then rubrics are the best way to assess them. Notice that the performances themselves are not learning outcomes. They are indicators of learning outcomes. Except in unusual cases, any one performance is just a sample of all the possible performances that would indicate an intended learning outcome.
Chapters 2 and 3 cover this point in greater detail.
iRubric Y52A Rubric title Problem-Solution Essay. Built by cburks4 using terntergbereat.tk Free rubric builder and assessment tools. Rubric – Problem Solution Research Essay. Ideas and Content (Problem Section ). 6 – Writer offers indisputable proof that a problem not only exists but that it is.
For now, know that the purpose of the list in Figure 1. About the only kinds of schoolwork that do not function well with rubrics are questions with right or wrong answers. Test items or oral questions in class that have one clear correct answer are best assessed as right or wrong. However, even test items that have degrees of quality of performance, where you want to observe how appropriately, how completely, or how well a question was answered, can be assessed with rubrics.
Rubrics give structure to observations. Matching your observations of a student's work to the descriptions in the rubric averts the rush to judgment that can occur in classroom evaluation situations. Instead of judging the performance, the rubric describes the performance. The resulting judgment of quality based on a rubric therefore also contains within it a description of performance that can be used for feedback and teaching. This is different from a judgment of quality from a score or a grade arrived at without a rubric.
Judgments without descriptions stop the action in a classroom. Rubrics are usually categorized by two different aspects of their composition. One is whether the rubric treats the criteria one at a time or together.
The other is whether the rubric is general and could be used with a family of similar tasks or is task-specific and only applicable to one assessment. Holistic or Analytic: One or Several Judgments?
Each criterion dimension, trait is evaluated separately. Gives diagnostic information to teacher.
Gives formative feedback to students. Easier to link to instruction than holistic rubrics. Good for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores. Takes more time to score than holistic rubrics. Takes more time to achieve inter-rater reliability than with holistic rubrics.
All criteria dimensions, traits are evaluated simultaneously. Scoring is faster than with analytic rubrics. Requires less time to achieve inter-rater reliability. Good for summative assessment. Single overall score does not communicate information about what to do to improve. Not good for formative assessment. Description of work gives characteristics that apply to a whole family of tasks e. Can share with students, explicitly linking assessment and instruction. Reuse same rubrics with several tasks or assignments.