Sufficient Only a single piece of Includes multiple pieces of Includes enough genuine evidence is genuine evidence but not genuine evidence to Evidence (3pts) used to support the enough to support conclusion support the overall conclusion. overall or each aspect of the conclusion or each conclusion. aspect of the conclusion. Adequate Makes a simple Explains why the evidence Explains why the Rationale assertion that the was included or how the evidence was included (3pts) support provided evidence supports the claim and how the evidence it” or it simply but not both. supports the claim. “proves refers to the evidence without explaining it. Geoscience content knowledge The response The response demonstrates The response Content demonstrates weak, a basic or uneven disciplinary demonstrates an inappropriate, or content understanding. adequate disciplinary (3pts) inaccurate disciplinary content understanding. content understanding. The writing Organization The writing lacks An attempt has been made to The organization (3pts) coherence; organization organize the writing; enhances the central seems haphazard and however, the overall structure idea and its disjointed. The is inconsistent or skeletal. development. The order organization is and structure are good confusing to the reader. and moves the reader through the text. The writing is difficult to The writing tends to be The writing has an easy Sentence Fluency follow or to read aloud. mechanical rather than fluid. flow and rhythm. (3pts) Sentences tend to be Occasional awkward Sentences are carefully incomplete, rambling, or constructions may force the crafted, with strong and very awkward reader to slow down or varied structure. reread. Conventions The author made The author made only one or The author used (3pts) several grammatical, two grammatical, spelling, appropriate grammar, spelling, punctuation, punctuation, paragraphing, or spelling, punctuation, paragraphing, or capitalization errors. paragraphing, and capitalization errors. capitalization. (out of 21) Comments or suggestions for improvement: Author: Primary Author: Maggie Benoit, formerly at The College of New Jersey. For questions or comments about this activity, please email A National Science Foundation Award (#0942518) funded the development of this resource. References:
Sufficient Evidence (3pts) Only a single piece of genuine evidence is used to support the conclusion. Includes multiple pieces of genuine evidence but not enough to support conclusion overall or each aspect of the conclusion. Includes enough genuine evidence to support the overall conclusion or each aspect of the conclusion. Adequate Rationale (3pts) Makes a simple assertion that the support provided “proves it” or it simply refers to the evidence without explaining it. Explains why the evidence was included or how the evidence supports the claim but not both. Explains why the evidence was included and how the evidence supports the claim. Geoscience content knowledge Content (3pts) The response demonstrates weak, inappropriate, or inaccurate disciplinary content understanding. The response demonstrates a basic or uneven disciplinary content understanding. The response demonstrates an adequate disciplinary content understanding. The writing Organization (3pts) The writing lacks coherence; organization seems haphazard and disjointed. The organization is confusing to the reader. An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The organization enhances the central idea and its development. The order and structure are good and moves the reader through the text. Sentence Fluency (3pts) The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure. Conventions (3pts) The author made several grammatical, spelling, punctuation, paragraphing, or capitalization errors. The author made only one or two grammatical, spelling, punctuation, paragraphing, or capitalization errors. The author used appropriate grammar, spelling, punctuation, paragraphing, and capitalization. (out of 21) Comments or suggestions for improvement: Author: Primary Author: Maggie Benoit, formerly at The College of New Jersey. For questions or comments about this activity, please email A National Science Foundation Award (#0942518) funded the development of this resource. References:
instructor_guide_quotwhats_shaking.v2.docx