history essay rubric

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JESSE HINGSON’S GENERAL RUBRIC FOR ARGUMENTATIVE ESSAY IN HISTORY

*This rubric is a composite of several rubrics used in several American and World courses taught at Barry University , Bowdoin College , Yale University , Manatee Community College , and Florida International University .

Rubric for History Essays Wow! A superior or excellent essay (A, B) Area 1: Content, Ideas, Analysis, Interpretation: Focuses on what the question asks. Does specifically what the question requires: Fulfills the demand of the action verb: compare, synthesize, critique, evaluate, etc. Explains about people in the past (individuals and groups) and what they did. Incorporates the actual words of historical actors (primary sources) into your essay. Attempts to explain (interpret) the key historical issues involved, such as causation, comparisons, Briefly identifies the people mentioned and defines specialized or Spanish terms. Optional: Incorporates and cites additional research beyond the assigned readings. Area 2: Use and Citation of Historical Evidence Supports all thesis statements (explanations, interpretations) with specific evidence (examples, illustrations, concrete historical actions). Draws evidence (supporting examples) from ALL the required readings. Appropriate inclusion of primary source (firsthand) direct quotations. Persons quoted clearly identified. Includes statistical evidence (raw numbers, percentages, charts, graphs) when appropriate. (Research paper only): All sources cited properly with end or footnotes and complete bibliography. Area 3: Organization and Logic Organizes ideas and themes into logical sequences and subtopics appropriate to the question. Includes a brief, clear introduction that aptly summarizes the paper's major focus, most important points, and guides the reader on what to expect in the body? Includes a final, logical summation or conclusion. This section may also point to important issues and questions that would require further research. Each paragraph focuses on and supports a single idea; one topic per paragraph. Logical transitions between paragraphs create a clear flow from point to point through the essay. Makes as complete an argument (analysis) as space permits. Area 4: Writing Clarity and Correctness Phrases ideas in direct, clear, concise sentences? Avoids unduly long, complicated sentences (25 words plus). Expresses ideas in the active voice. Exhibits strong sentence fluency--the language flows cleanly and clearly, like a good speech. Employs strong, vigorous action verbs (in the simple past tense that show specifically what people did. Includes correct spelling, grammar, and punctuation A Competent, Developing Essay-on track- but a ways to go (C) Simply narrates events or tells a story, rather than explaining and interpreting. Strays from the question; includes information, people, and events not directly related to what the question asks. Fails to make a logical argument. Information is simply spewed forth in no particular order. Fails to provide specific supporting evidence for every general statement. Includes some evidence that is not relevant and/or factually correct Does not show knowledge of ALL assigned readings? Often expresses ideas in the passive voice. A draft or emerging essay- not yet there -needs hard work (D, F) Does not focus on nor answer the question asked. Shows little knowledge or understanding of the assigned readings. Most paragraphs lack historical specifics; few or no primary source quotations and/or overuse of quotations from secondary sources Many simple assertions that lack relevant evidence or illustrations. Entire essay overly general; no specific supporting examples; little evidence from the required readings; inadequate and/or incomplete citations. Exhibits poor writing, such as typos, sentence fragments, subject-verb disagreements, considerable overuse of the passive voice, grammatical and word use errors. Mixes past and present tenses. Write history in the simple past tense. Often appears hastily written, as a first draft, with careless errors and little evidence of careful thought. GO TO NEXT PAGE Top of this Page Back to the Beginning of the Rubrics Program

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iRubric: History Essay rubric

Eberly Center

Teaching excellence & educational innovation, grading and performance rubrics, what are rubrics.

A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

Advantages of Using Rubrics

Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria that is designed to reflect the weighted importance of the objectives of the assignment helps ensure that the instructor’s grading standards don’t change over time. Grading consistency is difficult to maintain over time because of fatigue, shifting standards based on prior experience, or intrusion of other criteria. Furthermore, rubrics can reduce the time spent grading by reducing uncertainty and by allowing instructors to refer to the rubric description associated with a score rather than having to write long comments. Finally, grading rubrics are invaluable in large courses that have multiple graders (other instructors, teaching assistants, etc.) because they can help ensure consistency across graders and reduce the systematic bias that can be introduced between graders.

Used more formatively, rubrics can help instructors get a clearer picture of the strengths and weaknesses of their class. By recording the component scores and tallying up the number of students scoring below an acceptable level on each component, instructors can identify those skills or concepts that need more instructional time and student effort.

Grading rubrics are also valuable to students. A rubric can help instructors communicate to students the specific requirements and acceptable performance standards of an assignment. When rubrics are given to students with the assignment description, they can help students monitor and assess their progress as they work toward clearly indicated goals. When assignments are scored and returned with the rubric, students can more easily recognize the strengths and weaknesses of their work and direct their efforts accordingly.

Examples of Rubrics

Here are links to a diverse set of rubrics designed by Carnegie Mellon faculty and faculty at other institutions. Although your particular field of study and type of assessment activity may not be represented currently, viewing a rubric that is designed for a similar activity may provide you with ideas on how to divide your task into components and how to describe the varying levels of mastery.

Paper Assignments

• Example 1: Philosophy Paper This rubric was designed for student papers in a range of philosophy courses, CMU.
• Example 2: Psychology Assignment Short, concept application homework assignment in cognitive psychology, CMU.
• Example 3: Anthropology Writing Assignments This rubric was designed for a series of short writing assignments in anthropology, CMU.
• Example 4: History Research Paper . This rubric was designed for essays and research papers in history, CMU.
• Example 1: Capstone Project in Design This rubric describes the components and standard of performance from the research phase to the final presentation for a senior capstone project in the School of Design, CMU.
• Example 2: Engineering Design Project This rubric describes performance standards on three aspects of a team project: Research and Design, Communication, and Team Work.

Oral Presentations

• Example 1: Oral Exam This rubric describes a set of components and standards for assessing performance on an oral exam in an upper-division history course, CMU.
• Example 2: Oral Communication
• Example 3: Group Presentations This rubric describes a set of components and standards for assessing group presentations in a history course, CMU.

Class Participation/Contributions

• Example 1: Discussion Class This rubric assesses the quality of student contributions to class discussions. This is appropriate for an undergraduate-level course, CMU.
• Example 2: Advanced Seminar This rubric is designed for assessing discussion performance in an advanced undergraduate or graduate seminar.