Global Educators Cohort Program - Teacher Education

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Evaluation Rubric for Option 2 Department Piece


For a score of "Pass," all items must be rated as Adequate or Strong (i.e., no items evaluated as Weak).
Depending on the proportion of Weak, Adequate, and Strong ratings, the result will be either "Revise" or "Fail."
If the evaluation is "Revise," you will receive mentorship from a member of the comps committee. Revisions must be completed within one year.
If the evaluation is "Fail," you have two subsequent chances to pass comps.

Criterion
Weak
Adequate
Strong
Statement of problem/issue and purpose
  • It is not clear what the problem or issue is, or the stated problem does not align well with what the paper does.
  • The purpose of the essay is not easily discernible or is inconsistent throughout.
  • The significance of the issue is not evident or compelling.
  • The problem or issue is made clear, and the stated problem aligns generally with what the paper does.
  • The purpose of the paper is discernible, even if not entirely explicit.
  • The significance of the issue in the field is evident and understandable.
  • The nuances of the problem or issue are made clear, and the stated issue aligns fully with what the paper does.
  • The purpose of the paper is clarified explicitly and in relation to other literature.
  • The significance of the issue is argued explicitly and compellingly.
Thoughtfulness of response
  • The paper does not make a convincing argument, does not draw on relevant literature, and/or does not go beyond summary or description.
  • The paper does not show evidence of consideration of alternate viewpoints.
  • The paper makes a convincing argument, draws on relevant literature, and provides analysis or synthesis that goes beyond summary or description.
  • The paper shows evidence of some consideration of alternate viewpoints.
  • The paper makes an original and compelling argument, draws on a comprehensive range of relevant literature, and provides analysis and/or synthesis that contributes substantively to the field.
  • The paper engages effectively with alternate viewpoints.
Situated in the field
  • The paper shows little or no evidence of having responded to critical review.
  • The paper is not framed with respect to scholarly literature in its field.
  • The paper shows evidence of having responded to critical review.
  • The paper is generally framed with respect to scholarly literature in its field.
  • The paper shows evidence of sophisticated responses to critical review.
  • The paper is framed effectively and comprehensively with respect to scholarly literature in its field.
Effectiveness of the argument
  • The paper does not provide appropriate evidence, reasoning, or support for claims.
  • Citations are taken out of context or used ineffectively.
  • Reasoning is not always sound (may include overgeneralizations, oversimplifications, and/or fallacies).
  • The paper provides appropriate evidence, reasoning, or support for claims.
  • Citations are drawn from appropriate literature and used effectively.
  • Reasoning is mostly sound.
  • The paper anticipates at least one counter-argument and addresses it.
  • The paper provides compelling evidence, reasoning, and support for claims.
  • Citations are drawn from appropriate literature and used effectively.
  • Reasoning is consistently sound throughout.
  • The paper addresses a range of counter-arguments effectively.
Clarity of writing
  • Parts of the paper are incomprehensible.
    The composition features (grammar, word choice, organization) interfere with communicative effectiveness.
  • Readers do not always understand the writing.
  • The writing communicates effectively.
  • The composition features (grammar, word choice, organization) facilitate communication and comprehensibility.
  • Readers can follow the flow of the paper.
  • The writing communicates clearly and elegantly.
  • The writing not only communicates effectively, but also demonstrates sophistication with precise vocabulary, literary devices, and organizational structure.
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