|
|
| |
Crops and Soils Adaptation
EVALUATION CRITERIA
Crops/Soils 360 Unit Assignments
Your paper will be evaluated by the strength of your discussion and the specific supporting
evidence used (including citations). Of course it is important that your paper gives a
thorough coverage of the course material relevant to the question posed. However, in
addition, a well-developed discussion also does the following:
1. Identifies and summarizes the problem/question presented.
Substantially Developed:
-
Answers the question(s) posed with respect to the relevant course materials.
In other words, demonstrates understanding of the assignment and course material.
-
Addresses not only the fundamental question posed, but also identifies complexities
and nuances associated with the question, including sub-questions--identifying them
clearly, distinguishing them from one another, and stating their relationships to each
other and to the main question. (That is, identifies 'gray' areas in the answer,
rather than approaching the answer as being simply 'black or white.')
-
Has a clear, focused 'thesis statement' (sometimes referred to as 'Topic Sentence' or similar)
-
Has a well-organized 'introduction' to the essay that clearly presents the point(s) to be
made in the discussion
Moderately developed: Includes some of the above but not all, or
addresses only a portion of the question posed.
Poorly developed: Does not identify the main point(s) of the
discussion; is confused about the question/problem posed, or
addresses a different problem or issue than that posed.
2. Provides specific supporting evidence (including citation) to back up the points presented.
Substantially Developed:
-
Correctly and thoroughly includes all relevant information from the
course material to substantiate all point(s) being made in the discussion.
(Sufficient evidence is presented to support the point(s) being made.)
-
Pulls together material from multiple sources to arrive at a rich, yet
coherent answer to the question(s) posed. (May include personal anecdotes
and/or other outside material.)
-
Clearly shows how all supporting evidence ties into the question being
addressed (makes relevance clear).
-
Supporting evidence is presented in a logical sequence that is easy to follow.
- All supporting evidence is cited in the text (usually 'author, year') with
full bibliographic listing at the end of the essay (for example, MLA format).
Moderately developed: Includes some of the above but not all,
or only in a portion of the discussion
Poorly developed: Provides little or no supporting evidence for
statements made, or evidence presented does not support the
argument being made. Does not cite the supporting evidence
that is presented.
3. Assesses the quality of the supporting evidence.
Substantially Developed:
-
Assesses the accuracy of and the current state of knowledge for the
supporting materials presented.
-
Assesses the relative importance and relevance of difference pieces of
evidence presented.
-
Recognizes, identifies, and addresses the possible multiple perspectives
there may be on the issue. In other words, notes that there may be more
than one point of view or side to the issue, and delineates what those
points of view might be--including the evidence for (and arguments against)
these other perspectives.
-
Recognizes and discusses the assumptions and/or biases that may be present
in the sources cited, and in your own argument.
-
(In other words, your discussion assesses the validity of the evidence for
supporting your points, recognizing alternate explanations or perspectives
where appropriate.)
Moderately developed: Includes some of the above but not all,
or only in a portion of the discussion.
Poorly developed: Merely lists examples (for example: species,
types of technology, etc.), without tying them in to the point(s)
being made or discussing their value in supporting argument(s)
being made.
4. Clearly distinguishes between accepted fact and student's own opinion.
Substantially Developed:
-
Expresses own opinion/perspective--in other words, clearly demonstrates your
own answer to the question posed
-
Distinguishes clearly between fact and opinion (whether your opinion or that
of the author you are relying on). In other words, clearly identifies the
source of all ideas presented.*
*Remember that whenever we make a statement, we are expressing a position.
The way you pull the different materials together adn how you interpret
them is your own perspective (even if you don't have a bold "I think..."
statement). Therefore the importance of being clear on which ideas are your
own synthesis of material, compared to ideas put forth by the sources you
are using.
Moderately developed: Includes some of the above but
not all, or only in a portion of the discussion
Poorly developed: It is unclear which ideas presented
are the student's own and which are those presented by
others from the course materials (or outside sources),
or whether the student is presenting their own ideas
or not. Alternatively, merely states personal opinion
without tying it into the discussion.
5. Discusses the broader implications of the arguments made.
Substantially Developed:
-
Identifies what the course materials (perhaps coupled with outside material)
tell us overall with respect to the topic. (What can we conclude?)
-
Explains how this conclusion might apply to new or different situations
(what insights were gained, can we use them elsewhere, etc.).
-
These ideas are encapsulated within a strong, well organized 'Conclusion'
section that includes a brief summary of the question posed, the points
made and their implications, plus brings a sense of closure.
-
Conclusion reflects the points laid out in the introduction and contained
in the discussion--contains no new information!
Moderately developed: Includes some of the above
but not all, or only in a portion of the discussion.
Moderately developed: Includes some of the above but
not all, or only in a portion of the discussion.
6. Is well written.
Well written:
-
The ideas and relevant supporting evidence are presented
in a clear and easy to follow sequence.
-
There is no unnecessary duplication of ideas or information.
-
The presentation does not contain errors of punctuation, grammar, spelling, etc.
Moderately well written: Includes some of
the above but not all, or only in a portion
of the discussion.
Poorly written: Fails to present the discussion
in an organized manner (argument cannot be followed);
discussion branches off into topics that are not
clearly related to the central question; errors of
punctuation, grammar, spelling, etc. inhibit the
reader's understanding.
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
|
 |
|
|
|
|
|
|
|
|
|
|
|
|
|
