Discipline-Specific Rubrics

Analytic: Acting Styles Scene Performance (click to view)

Criteria	Excellent	Very Good	Good	Fair	Poor
Tension and Emotion	Tension is motivated and constant throughout – both characters’ objectives and needs are fully played in the scene. Emotion is believable and matches the character, play and style.	Tension is mostly motivated – both characters’ objectives and needs are played in the scene most of the time. Emotion is believable and mostly matches two of the three (character, play and style).	Tension is not always motivated or consistent throughout – some of the characters’ objectives and needs are played in the scene. Emotion is somewhat believable and sometimes matches one of the three (character, play and style).	Tension is not consistent at all– characters’ objectives and needs are not fully played in the scene. Emotion is not motivated and does not match character, play or style.	Tension is missing – characters’ objectives and needs are missing in the scene. Emotion is missing.
Memorization	All lines are correct, fluid and display a command of the scene.	All but a few lines are correct and the scene is fluid.	Some choppiness and some lack of fluidity, needs more rehearsal.	Scene is choppy, many line errors, needs much more rehearsal.	Scene is not memorized.
Characterization	Strong choices are made to create character fully.	Good choices are made to create character.	Character is not constant and/or choices were not strong.	Limited characterization- breaking of character during the scene.	Character is not present.
Movement and Blocking	Specific choices are made as to how and when to move based on the characters needs and style of the scene.	General choices are made as to how and when to move based on the characters needs and style of the scene.	Some choices are made as to how and when to move but some unmotivated movement as well.	Movement is choppy and feels unmotivated overall and/or does not relate to the character or the style of the scene at all.	Very little movement and/or movement that does not relate to the chracter or the style of the scene at all.
Diction, Projection, and Vocal Variety	Scene is easy to understand and hear. All words are clear and loud enough to hear with good vocal variety.	Most of the scene is easy to hear and understand but needs work on one of the following (vocal variety, projection or diction).	Most of the scene is easy to understand but needs more work on two or more of the following (vocal variety, projection or diction).	Trouble hearing and understanding the scene from anywhere beyond the front of the theatre and/or scene lacks any vocal variety.	Scene cannot be heard or understood and is monotone.
Tempo and Rhythm	Tempo and rhythm are appropriate and the scene has a logical build.	Tempo and rhythm are good, some build but not strong or clear enough.	Tempo and rhythm are good, but no clear build.	Tempo is too fast or too slow and there is no build.	Tempo is so fast or so slow that it distracts from the scene.
Focus and Give and Take	Performance is very focused all the time. Actors are giving and taking throughout.	Performance is focused most of the time. Actors are giving and taking most of the time.	Performance is focused some of the time. Actors are giving and taking some of the time.	Performance is focused a small percentage of the time. Actors are not giving and taking.	Performance is not focused at all. There is no give and take between actors.

Analytic: Psychology Research Paper (click to view)

Criteria	1- This research paper needs a lot of work and is either a near failing paper or a paper that needs to be entirely redesigned/reorganized and rewritten.	2- This is a research paper that is working for the most part, but still reads more like a rough draft than a completed essay.	3- This research paper reads like a finished product. The writing has been edited, stylized, and completed with an total awareness of the assignment, structure, formatting and audience.
Research Content and Development	- Content is incomplete. - Major points are unclear and /or un-persuasive. - Unclear if writer understands the assignment.	- Content is not comprehensive and /or persuasive. - Major points are addressed, but unsupported. -Concepts are somewhat defined but unclear. - Research does not address primary concepts. - Content is inconsistent with regard to purpose assignment.	- Content is comprehensive and accurate. - Ideas and concepts are presented in a clear and understandable manner. - Major points are stated clearly and are well supported. - Research is adequate, timely and addresses primary concepts. - Content and purpose of the writing are clear.
Organization and Structure	- Lack of organization and structure. - Paragraphs disjointed and lack an awareness of transition of thoughts. - Topic sentences missing or unclear. - Supporting sentences too lengthy/wordy, or repetitive. -Sections do not contain the primary elements that they should.	- Structure of the paragraphs are not easy to follow. - Paragraph transitions need improvement. -Sentences need more attention to purpose and clarity. -Section elements are not clearly addressed or are included in incorrect sections.	- Structure of the writer's paragraphs is clear and easy to follow. - Paragraphs built of good supporting sentences that speak to a clear topic sentence in each paragraph. -Major subheadings are correctly and consistently used. -All section elements are clearly addressed.
Analyses	- Insufficient analyses. -Analyses do not adequately address the research questions posed. -Analyses are not well organized or clear.	-Analyses are sufficient in number but may not be well organized or as clear as they could be. -Analyses are on topic but may not perfectly reflect the research questions posed.	-Analyses are organized logically, clearly presented, titled properly, easy to understand by a lay reader, and directly address the research questions posed.
Format	- Paper lacks many elements of correct formatting. -Paper appears to be formatted only to meet page requirements. - Paragraphs and/or paper is inadequate in length. -Does not follow APA guidelines-numerous citation errors.	-Paper follows most assignment guidelines. -Title page included but title not fully descriptive. - Paper is significantly over/ under page length. -Mostly meets APA guidelines bur has some citation errors.	- Paper follows all designated guidelines. -Title page included and descriptive. - Paper is the appropriate length as described for the assignment. -Citations nearly perfect.
Gramar, Punctuation, and Spelling	-Paper contains numerous grammatical, punctuation, and spelling errors. - Language uses undefined jargon, or conversational tone.	- Paper contains few grammatical, punctuation and spelling errors. - Language lacks clarity or includes the use of some undefined jargon, or conversational tone.	- Rules of grammar, usage, and punctuation are followed; spelling is correct. - Language is clear and precise; sentences display consistently strong, varied structure.

Analytic: Chemistry Stoichiometry (click to view)

Criteria	Excellent (5 pts)	Good (3 pts)	Poor (1 pt)
Using molar conversion factors	Students show a perfect understanding of mole to mole, mole to mass, mass to mass, and mass to mole conversions.	Students show SOMEWHAT of an understanding of mole to mole, mole to mass, mass to mass, and mass to mole conversions.	Students show NO understanding of mole to mole, mole to mass, mass to mass, and mass to mole conversions.
Review Notes	The Review Notes show the hard work of the student contributed. They are detailed.	The Review Notes somewhat show the hardwork the student contributed. They are somewhat detailed.	The Review Notes show no hard work contributed . Nor are they detailed.
Practice Worksheets/Answer Key	Students found or created practice worksheets with a clear and CORRECT answer key.	The students found or created practice worksheets with a answer key that shows several mistakes.	No practice worksheet.
Practice Test	There is a clear practice test with an completed clear correct answers	There is a practice test, which is partily completed several test questions are undone	Practice test taken with less then 10 attempted
Balancing Equations	You are able to include all of the reactants and products of all five reaction types and can balance it.	You are able to write three or more of the reaction type, but able to correctly balance three or less reactions.	You are able to write the only one reaction and unable balance any reaction type.