I would recommend that this test be open notebook, allowing
students to focus more on forming their argument rather than just trying
to write down random factual information. Show the class the rubric on
an overhead before test begins. Review with the students how to prepare
an outline for an essay-style answer. Respond to any questions the
students may have.
Allow the students the entire class to complete the test.
Limit the number of paragraphs they will use depending on the strength
of the class.
|
Insufficient (1) |
Satisfactory (2) |
Good (3) |
Excellent (4) |
Thesis Statement |
no thesis statement |
describes the intention of the essay |
clearly addresses the question |
well worded and very effectively addresses the question |
Supporting
Argument |
paper fails to support an argument, lacks focus |
paper generally supports a single answer |
support for thesis, information is relevant |
each paragraph backs up thesis, stays on topic, no irrelevant
info |
Content |
only shows one aspect of war, examples poorly chosen |
examples are few or weaker than they could be |
solid examples of both achievement and hardships |
many specific examples of both achievements and hardships |
Terminology |
Words from glossary and absent or used improperly |
1-2 words from the W.W.II glossary are used correctly |
3-4 words from the W.W.II glossary are used correctly |
5+ words from the W.W.II glossary are used correctly |
Conclusion |
no concluding statement, or a contradictory conclusion |
conclusion answers the question, but does not fit with
previous paragraphs |
conclusion is consistent with rest of paper |
strong conclusion, effectively proves exactly what thesis
said it would prove |
Make sure that all of your questions are in sentence form.
Use your information to make an argument; do not just write down random
facts. Use words from your glossary when it makes sense.