Rubric for C Courses
Alphabetical list of Handouts & Guides

Words of Wisdom

A witty saying proves nothing.

— Voltaire

Criteria Guidelines:
 
Each criterion should be marked as being 0, 1, or 2 points. If a proposal receives 0 on any one criterion, it will fail. For example, a course may be exemplary in all other criteria, but if it receives 0 on the criterion entitled “Related to the major,” it will not be approved by the reviewers. In other words, the proposal should receive a score of 1 or 2 on each criterion in order to be approved by the W & C Course Committee reviewers.

Reviewers do not always use this rubric, but it is used for their guidance.C Course Rubric Score
 
                                                                                                                                                                              Total
Relation to major 0 1 2  
Amount of graded writing required 0 1 2  
Minutes of presentation required 0 1 2  
Amount of communication (writing or speaking) instruction 0 1 2  
Practice and Feedback 0 1 2  
Collaboration Not Applicable 0 1 2  
Syllabus statement on passing  Yes  No  
Indicate if the course proposal passes, is exemplary, or does not meet criteria. If one criterion is judged “Does not meet criteria,” the course proposal does not passing. To be “Exemplary” all 2’s must be awarded. Final Evaluation:
 
Scoring:
Pass:  4-8 for courses with no collaborative work; 5-10 for courses with collaborative work.
Exemplary: 2 in all columns
Does not pass: 0 in one or more columns
Must indicate YES for "Syllabus statement on passing"
 
Relation to the major
 
Does not meet expectations/0 Passes/1 Exemplary/2
Only related loosely to the major or the field; related but only dealing with genres such as resumes that are taught in a general course Specific to the field (i.e., engineering) but not the major (i.e. chemical engineering); requires some knowledge of the major; the course is integral to and is prepared specifically for the field Specific to the major and best taught at the upper division; requires considerable knowledge of the field
Lacks course learning outcomes States course learning outcomes States course learning outcomes, specifically relating them to the subject and/or major

Amount of graded writing or presentation required
 
Does not meet expectations/0 Passes/1 Exemplary/2
Less than 1250 words or 5 pages double-spaced or less than 5 minutes of presentation 1250 words or 5 pages double-spaced and 5 minutes of oral  presentation 2000+ words or 8+ pages double-spaced and 8+ minutes of oral presentation
Less than the required percentage of 70% for a 1-credit course, 50% for a 2-credit course, 33% for a 3-credit course, and 25% for a 4-credit course Equal to the required % More than the required %
 
Amount of instruction and practice (not including peer response or time devoted to providing formative feedback)
 
Does not meet expectations/0 Passes/1 Exemplary/2
No instruction—writing and presentations are simply assigned Some instruction, brief amounts of more than one class are devoted to topics related to writing and presentation At least one full class day is devoted to lecture or workshops on writing and  presentations
No written copies of the assignments provided or minimal written copies of the assignments provided; no grading rubrics or discussion of how writing or presentations will be evaluated Written copies of assignments are provided, with detailed instructions; it is clear how each writing assignment and presentation will be evaluated Written copies of assignments are provided, with detailed instructions; it is clear how each writing and presentation assignment will be evaluated; samples of acceptable papers or presentations (student or professional) are provided and discussed
No lectures or class time to discuss writing or presentations (audience, format, providing instruction on argument or evidence, documentation, or any relevant topic); no ungraded writing (including draft slides or speech outlines) or low-stakes writing/speaking is assigned Some instruction on writing or presentations, at least some reading, or lecture, but  not much active learning (workshops, discussion of models or drafts);
ungraded writing/speaking or low-stakes writing/speaking is assigned for practice; students may get feedback, but it is provided collectively
Ample instruction on writing and presentations including active learning, i.e., workshops, exercises, practice assignments, or discussion of models or drafts; ungraded writing/speaking or low-stakes writing/speaking is assigned for practice in getting words and ideas on paper or to the public and students get individualized feedback on their efforts

Provisions for formative feedback (defined as feedback provided before a grade is determined that can be used to improve a draft)
 
Does not meet expectations/0 Passes/1 Exemplary/2
The only feedback provided is summative (i.e., final grades): formative feedback is provided on some assignments via  guided self-assessment or collective comments on representative drafts for the whole class; formative feedback is provided for either writing or presentations, but not both Formative feedback is required on at least one major writing assignment and one major speaking assignment via comments on individual drafts by peers or by an instructor or supervised teaching assistant.  Students have an opportunity to revise after receiving feedback. Formative feedback is required on at least one major writing assignment and one major speaking assignment via comments on individual drafts by peers and via comments on individual drafts by an instructor or supervised teaching assistant. Students have an opportunity to revise after receiving feedback, and the instructor may use class time to provide feedback of a general nature..
No low-stakes writing, in-class writing, or drafts of papers or practice presentations are assigned; students don’t get practice and feedback in one type or genre of writing or presenting; students don’t get feedback on short sections of a longer paper or presentation. Students write drafts of papers or practice presentations in class; or they write multiple assignments practicing one type or genre of writing, with feedback; or they write short sections of a long paper or presentation, with feedback.   Students write drafts of papers or presentations, write and practice presentations in class, write one type or genre of writing multiple times, or write short sections of a longer paper or presentation; they keep reading logs or journals or have other opportunities to write and speak. They get opportunities to practice writing and speaking to develop fluency (getting words and ideas on paper or delivering them publically).

Collaborative work (where applicable)
 
Does not meet expectations/0 Passes/1 Exemplary/2
More than 30% of the  graded work is collaborative 33% of the graded work and 1250+ words and 5+ minutes in presentations are completed individually. 40% of the graded work and 1500+ words and at least one 8+-minute presentation are completed individually
No mechanism for students to provide feedback on the group processes There is a mechanism for students to provide feedback on the group processes. There is a mechanism for students to provide feedback on the group processes; they may opt out of group work; remedies are provided for those who are taking on an inordinate amount of the group’s work
There is no instruction on how to write or present collaboratively There is some instruction on writing or presenting collaboratively, at least some reading, or brief verbal instructions There is ample instruction on collaborative writing or presenting, including lecture, readings, class discussion, or practice