Revised Generic Scoring Rubric - Appendix F
Global History and Geography
United States History and Government
Document-Based Essays
Appendix F—2007
Information from the Generic Rubric Ordered by Scoring Criteria, not by Score
Bullet 1 (the extent to which students address the task)
| Score |
Description |
| 5 |
Thoroughly develops all aspects of the task evenly and in depth
|
| 4 |
Develops all aspects of the task but may do so somewhat unevenly
|
| 3 |
Develops all aspects of the task with little depth or develops most aspects of the task in some depth
|
|
2 |
Minimally develops all aspects of the task or develops some aspects of the task in some depth
|
|
1 |
Minimally develops some aspects of the task
|
Bullet 2 (the extent to which students utilize higher thinking skills in their response)
| Score |
Description |
| 5 |
Is more analytical than descriptive (applies, analyzes, evaluates, and/or creates information)
|
| 4 |
Is both descriptive and analytical (applies, analyzes, evaluates, and/or creates information)
|
| 3 |
Is more descriptive than analytical (applies, may analyze, and/or evaluate information) |
| 2 |
Is primarily descriptive; may include faulty, weak, or isolated application or analysis |
|
1 |
Is descriptive; may lack understanding, application, or analysis
|
Bullet 3 (the extent to which students use the information provided in the documents)
| Score |
Description |
| 5 |
Incorporates relevant information from at least xxx documents |
| 4 |
Incorporates relevant information from at least xxx documents |
| 3 |
Incorporates some relevant information from some of the documents |
| 2 |
Incorporates limited relevant information from the documents or consists primarily of relevant information copied from the documents |
| 1 |
Makes vague, unclear references to the documents or consists primarily of relevant and irrelevant information copied from the documents |
Bullet 4 (the extent to which students incorporate relevant outside information in their DBQ essay)
| Score |
Description |
| 5 |
Incorporates substantial relevant outside information |
| 4 |
Incorporates relevant outside information |
| 3 |
Incorporates limited relevant outside information |
| 2 |
Presents little or no relevant outside information |
| 1 |
Presents no relevant outside information |
Bullet 5 (the extent to which students support their ideas with facts, examples, and details)
| Score |
Description |
| 5 |
Richly supports the theme with many relevant facts, examples, and details |
| 4 |
Supports the theme with relevant facts, examples, and details |
| 3 |
Includes some relevant facts, examples, and details; may include some minor inaccuracies |
| 2 |
Includes few relevant facts, examples, and details; may include some inaccuracies |
| 1 |
Includes few relevant facts, examples, or details; may include inaccuracies |
Bullet 6 (the extent to which students organize and develop a social studies essay)
| Score |
Description |
| 5 |
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme |
| 4 |
Demonstrates a logical and clear plan of organization; includes an introduction and a conclusion that are beyond a restatement of the theme |
| 3 |
Demonstrates a satisfactory plan of organization; includes an introduction and a conclusion that may be a restatement of the theme |
| 2 |
Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion |
| 1 |
May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion |
Last Updated:
September 13, 2010
