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public rubrics, rubrics for grade level: Grad School

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public rubrics, rubrics for grade level: Grad School
Gallery of rubrics for grade level: Grad School. Access a list of public rubrics made by our members. Copy rubrics to your zone. Bookmark rubrics for future use Build, share, exchange, and reuse rubrics. Find rubrics by category and type.

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Found 60 Rubrics   (showing Rubrics 1 thru 20 )  
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Rubrics
 Title      Built By 
1 rubric Weekly Online Discussion Rubric       popup preview  

Grade levels:   Undergrad   Grad   Post Grad  
tecmxT1
2 rubric Fact Finding & Problem Solving - JJ       popup preview  
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Grade levels:   Undergrad   Grad  
teachme
3 rubric Fact Finding & Problem Solving - JJ       popup preview  
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Grade levels:   Undergrad   Grad  
teachme
4 rubric Fact Finding & Problem Solving - JJ       popup preview  
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Grade levels:   Undergrad   Grad  
ega_faculty
5 rubric Fact Finding & Problem Solving - JJ       popup preview  
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Grade levels:   Undergrad   Grad  
FireChief
6 rubric Competency 1.1 v2019-20       popup preview  

Grade levels:   Grad  
YSU_Faculty
7 rubric Weekly Online Discussion Rubric       popup preview  

Grade levels:   Undergrad   Grad   Post Grad  
teachme
8 rubric Documentation Review Mentoring Form       popup preview  
Derived from form provided by University of Chicago Medical Center

Grade levels:   Grad   Post Grad  
teachme
9 rubric Written Communication VALUE Rubric       popup preview  
Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Grade levels:   Undergrad   Grad  
point_instructor
10 rubric Instructor Evaluation       popup preview  
Please evaluate each Instructor who taught a component of this course (do not evaluate the course; course evaluations will be completed on a separate form).

Grade levels:   Undergrad   Grad   Post Grad  
demoteacher
11 rubric Critical Thinking Rubric       popup preview  
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life. This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Grade levels:   Undergrad   Grad  
teacher01
12 rubric Writing Assignments       popup preview  
Use this rubric for grading student papers. Can be customized for any subject.

Grade levels:   9-12   Undergrad   Grad   Post Grad  
teacher01
13 rubric Presentation Rubric       popup preview  
Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

Grade levels:   Undergrad   Grad  
teacher01
14 rubric Critical Thinking VALUE Rubric       popup preview  
Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. This rubric is designed to be transdisciplinary, reflecting the recognition that success in all disciplines requires habits of inquiry and analysis that share common attributes. Further, research suggests that successful critical thinkers from all disciplines increasingly need to be able to apply those habits in various and changing situations encountered in all walks of life. This rubric is designed for use with many different types of assignments and the suggestions here are not an exhaustive list of possibilities. Critical thinking can be demonstrated in assignments that require students to complete analyses of text, data, or issues. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Grade levels:   Undergrad   Grad  
teacher01
15 rubric Written Communication VALUE Rubric       popup preview  
Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Grade levels:   Undergrad   Grad  
teacher01
16 rubric Problem Solving & CT VALUE Rubric       popup preview  
Problem solving is the process of designing, evaluating and implementing a strategy to answer an open-ended question or achieve a desired goal. This rubric distills the common elements of most problem-solving contexts and is designed to function across all disciplines. It is broad-based enough to allow for individual differences among learners, yet is concise and descriptive in its scope to determine how well students have maximized their respective abilities to practice thinking through problems in order to reach solutions. This rubric is designed to measure the quality of a process, rather than the quality of an end-product. As a result, work samples or collections of work will need to include some evidence of the individual’s thinking about a problem-solving task (e.g., reflections on the process from problem to proposed solution; steps in a problem-based learning assignment; record of think-aloud protocol while solving a problem). Courtesy of AAC&U

Grade levels:   Undergrad   Grad  
teachme
17 rubric Teacher Performance       popup preview  

Grade levels:   K-5   6-8   9-12   Undergrad   Grad   Post Grad  
teachme
18 rubric Case Study Research Assignment       popup preview  
Submit a typed response as follows: A title page, 2-3 page response to questions posed in the case study, and a works-cited page. Cite at least five resources to support your response to the questions posed in the case study. Assignment will be graded on suffiency of research to support the questions in the case study, effective use of information gained through research, credibility of sources, and relevance of included information.

Grade levels:   Grad  
teachme
19 rubric Lesson Plan Rubric       popup preview  
This rubric will be used with your lesson plans. You must include at least a concept attainment lesson, a direct instruction lesson teaching a learning strategy, and a lecture-discussion lesson.

Grade levels:   Grad  
teachme
20 rubric Written Communication VALUE Rubric       popup preview  
Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum. This writing rubric is designed for use in a wide variety of educational institutions. The central question guiding the rubric is "How well does writing respond to the needs of audience(s) for the work?" In focusing on this question the rubric does not attend to other aspects of writing that are equally important: issues of writing process, writing strategies, writers' fluency with different modes of textual production or publication, or writer's growing engagement with writing and disciplinarity through the process of writing. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Grade levels:   Undergrad   Grad  
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