Fergusson College, Pune

Rubrics for Assessment

RUBRICS FOR ASSESSMENT

HOME ASSIGNMENT

This assessment method is to evaluate the understanding of students about the basic and applied concepts of the subject by asking them application based or analytical questions. Sufficient time is given to the students think upon the questions asked and are expected to refer to different resources like reference books, research articles from reputed journals. Faculty can refer following rubric for assessment. However, they may choose the relevant criteria as per the discipline and the weightage.

Criteria	Exemplary (A grade)	Above Average (B grade)	Adequate (C grade)	Inadequate (D grade)
Main Idea	Excellent clarity of the idea that should be discussed in the context to the topic asked in the assignment.	The main idea discussed is good and meets expectations	The theme of the content is fair in comparison to the topic asked in the assignment	There is no main idea relevant to the topic asked.
Organization	The writing shows excellent correlation with the topic given along with excellent transition between subtopics making the content lucid for reading.	The content has good coherence with the topic given. There are minimum errors. There is transition present among the subtopics in the content.	The content has some logical reasoning with some coherence with the topic given. Some points are not placed properly with improper transitions between the subtopics.	The writing lacks logical reasoning with no coherence with the topic given. There are errors in the content.
Content	The content shows excellent logical reasoning with good level of ideas. The data, figures, facts, graphs have been properly incorporated with correct labels wherever necessary	The content shows logical reasoning with good incorporation of data and figures wherever necessary with precision.	Content shows logical reasoning, but the level of ideas is not good throughout. Data, figures, facts, graphs, and schematics are incorporated but not with precision.	The content shows a premature level with benign level of ideas. Data, figures, facts, graphs, and schematics are not properly incorporated
Writing skills	Excellent scientific writing skills along with appropriate grammar. There is outstanding representation of text with respect to labels, subheadings.	The writing skills are good with respect to words usage, scientific writing, spellings, punctuations etc. The representation of data is good with proper labelling wherever required	The writings skills are fair with respect to words usage, scientific writing, spellings, punctuations etc. The representation of data is there with respect to labelling of diagrams, tables and graphs and subheadings.	Inadequate writing skills with respect to punctuations, spellings, scientific writing etc. The representation of the data is not proper with respect to labels, alignment, subheadings.
Completion	Formidable completeness with excellent transition and flow in the content making the content very impressive.	The content showed good completion with respect to general outline, body of text and concluding paragraph resulting in a legit flow in the writing. Important points were covered.	The content showed fair completeness with respect to general outline, body of text and concluding paragraph related to the topic asked. Important points were covered.	The content did not show completeness with respect to general outline, body of text and concluding paragraph related to the topic asked. Some important points were missed.
Timeliness	The assignment was on the day and time mentioned as the deadline.	The assignment was submitted on the deadline but not at the time mentioned.	The assignment was submitted after 1- 2 days of the deadline.	The assignment was submitted days after the deadline
Neatness	Excellent neatness making the assignment a masterpiece.	Good neatness making the writing quite legible.	Neatness is not maintained throughout the assignment.	The writing is not at all neat making it illegible.

SEMINAR PRESENTATION

This method of evaluation is to determine the presentation skills of the students and clarity of the topic. The evaluation is done by assessing students based on different criteria such as content of the presentation, oratory skills of the presenter etc. Faculty can refer following rubric for assessment. However, they may choose the relevant criteria as per the discipline and the weightage

Criteria	Exemplary (A grade)	Above Average (B grade)	Adequate (C grade)	Inadequate (D grade)
Content of presentation	Excellent content with an elaborate incorporation of the application of the topic in diverse arenas. The presentation shows correct representation of data, examples, case studies etc	Content is good and has been picked up from diverse sources. It also has good citation of examples, case studies, figures, and data.	Content meets expectations with fair citation of examples, case studies and relevant data	Does not demonstrate an elaborate content. The content is very superficial with no proper citation of appropriate examples, case studies and data. Contains serious errors.
Clarity of the concept	Excellent concept clarity and was able to answer to applicationbased questions or tricky questions based on the topic of presentation.	Good concept clarity evident from speech and questions asked by the audience.	Fair clarity of some concepts but not all.	The concept clarity is not there since the presenter made some wrong comments on basic concepts.
Style of presentation (format)	Excellent formatting with short sentences, bullets, numberings, table, graph designs making the presentation appealing to the audience	Good formatting of the presentations, shorter sentences. Good usage of headings, bullets and numbering. Good usage of PowerPoint design and animations.	The presentation contained shorter sentences. Usage of headings, bullets and numbering was fair. Adequate usage of PowerPoint design and animations	The presentation contained too much of written matter, long sentences, Minimum usage of headings, bullets, and numbering. Poor use of PowerPoint design and animations. Tables and figures were not labelled properly.
Communicati on skills	Outstanding communication skills with some voice modulation and gestures.	Good communication skills with some voice modulation and gestures.	Fair communicatio n skills with some voice modulation and gestures.	Poor communication skills with no voice modulation and proper gestures.
Use of visual aids	Excellent usage of visual aids like animations and videos making the presentation up to the mark.	Good usage of visual aids like animations and videos.	Some usage of visual aids like animations and videos.	No usage of visual aids like animations and videos.
Audience awareness	The audience attention was retained from start to end of the presentation. The presenter had excellent voice modulation, inflection, and emphasis on important points. There was excellent interaction between the presenter and the audience.	Could hold good attention of the audience. Good variation in voice volume and inflection. Good interactive presentation drawing attention of the audience.	Could hold fair attention of the audience. Some voice modulation and emphasis on key points were present. Some questions were offered to the audience making it interactive.	Could not hold the attention of the audience. No voice modulation and emphasis on key points. The session was not interactive making it a monologue.
Eye contact	There was good eye contact with the audience making the audience alert and attentive throughout the presentation	Good eye contact which kept the audience engaged.	Eye contact was there but not throughout the presentation.	Poor eye contact which resulted in diversion of audience attention.
Length of presentation	The presentation was completed on time.	Good length of presentation and was completed on time.	Fair length of presentation with less repetition in the points discussed.	Poor length of presentation which made the presenter to complete in a short time.
QnA session	All questions were answered correctly or with good logical reasoning.	All questions were answered but not up to the mark.	Not all questions were answered especially application based or tricky questions.	No or very few questions were answered which were asked by the audience.

OPEN BOOK TEST

This evaluation method is to evaluate the student’s deep understanding of the topic by giving them the liberty to refer to the resources and asking them application, problem-based questions.

Criteria	Exemplary (A grade)	Above Average (B grade)	Adequate (C grade)	Inadequate (D grade)
Organization of answer	The answers to indirect/ problem based were appropriate.	The answers to indirect/ problem based were correct but had some flaws.	The answers to indirect/ problem based were fairly correct.	The answers to indirect/ problem based were not correct.
Resources referred	All resources used were authentic.	Good use of authentic resources.	Some authentic resources (books, articles, research papers), but not all.	Authentic resources (books, articles, research papers) were not used.
Completion	All questions were answered within the stipulated time.	75% questions were answered within the stipulated time.	50% questions were answered within the stipulated time.	Hardly few questions (less than 50 %) were completed in the stipulated time.

WRITTEN TEST

This type of assessment pattern is to evaluate the student’s ability to understand the concepts taught in class related to the curriculum. It will also help teachers to understand whether students are able to comprehend the basic and the advanced content in the syllabi; also extend their knowledge to critical thinking, application and logical reasoning. The questions asked for evaluation can be subjective or partly objective based including direct, indirect questions, problem-based questions and questions which will help us to understand their clarity of concepts.

Criteria	Exemplary (A grade)	Above Average (B grade)	Adequate (C grade)	Inadequate (D grade)
Memory	The answers are excellent with incorporation of correct data also contains extended information from the content covered or taught in the classes.	The content is up to the mark with decent citation of facts, figures formulae or diagrams which are correct. There is good coherence with the questions asked.	The answers contain the proper content partially with citation of some facts, figures formulae or diagrams but are not completely correct. There is slight consistency with the questions asked. Some points are not related to the context.	The answers lack important concepts, facts, figures, formulae or diagrams. The writing is not organized or lacks coherence with the question asked.
Perception	The answers written show excellent clarity and understanding of the topic. The answers are sound with respect to concept clarity. Shows highly developed understanding of the topic.	The understanding of the concepts is good which have been represented quite well in the answers. There is good correlation of the concept with the logical questions asked.	The conceptual understanding is fair but lacks precision. The answers to the concept-based questions are appropriate.	The answers to conceptual questions show that the understanding of the concepts is not there and is inadequate. There is poor correlation of the concept with the questions asked. Shows underdeveloped clarity.
Application	Outstanding application of the concept to the question asked which reflects excellent clarity and understanding.	The application of the subject studied was applied well to the situation or example put forth which was well reflected in the examination	The application of the concept or topic is fair but has some lacunas. Can be improved in a better way in subsequent assessments.	The answers to the applicationbased questions are not proper and require improvement.
Analysis	The writing shows excellent analysis of the problem or case study or logic based questions and is exceptional	The content represents good logical reasoning to analytical questions with appropriate answers. The answers represent good aptitude with respect to the subject and critical thinking.	The approach to logical questions is equitable but not accurate. The answers to problem, situation based or case studies are not very correct.	Analytical ability is poor as reflected in the answers to logic and reasoning based questions. There are no proper answers to problem based questions with very little critical thinking.
Writing skills	Excellent writing skills. Spellings, punctuations and grammar are correct which gives the evaluator an ease of reading. The text has been very well categorized into headings, sub- headings. Tables and figures have been labeled correctly and in a scientifically acceptable manner. The graphical, diagrammatic representations, derivations or problem solving steps have been represented absolutely well.	Good writing skills. Spellings, punctuations and grammar are correct which makes an easy reading with less hindrance. The text has been categorized into headings, sub- headings. Tables and figures have been labeled correctly and in a scientifically acceptable manner. The graphical, diagrammatic representations, derivations or problem solving steps have been represented well.	Possesses fair writing skills as represented in the answers. Spellings, punctuations and grammar are mostly correct which makes the evaluator to go through the text. But still has some mistakes. The text has been categorized into headings, sub- headings. Tables and figures have not been labeled; but not up to the mark. The graphical, diagrammatic representations, derivations or problem solving steps have been represented quite appropriately.	Lacks good writing skills. Evident spelling, punctuation and grammatical errors. The text has not been categorized into headings, subheadings. Tables and figures have not been labeled. The graphical, diagrammatic representations, derivations or problem solving steps have not been represented appropriately.

Fergusson College

(Autonomous)