a booklet by · traditionally rubrics come in one of three forms; holistic, analytic or...

A booklet by

Foreword by Starr Sackstein ––––––– Effective feedback is essential in the learning process and the teacher shouldn’t be the only one capable of giving it. Students must be empowered to be a part of this process. Educators can facilitate a shift to peer to peer feedback by modeling what standards aligned, specific actionable feedback looks like. Giving students the vocabulary to internalize the specifics they are looking for, providing exemplars for them to glean their baseline understanding from and offering lots of practice grows students into expert feedback providers.

The language of feedback must be infused in everything we do in the classroom and as we develop success criteria with students, how better to involve them in that process for deeper learning than to embed the experience in everything they do. First, in understanding the standards, what they look like, and how they apply and then how to offer strategies and positive articulation of learning on their peer’s work. Then offering opportunities for students to learn to identify areas of growth based on what is happening in the assignments feedback is being given in. Additionally, students need time to learn to reflect and receive feedback to be able to implement it meaningfully. The more time students are encouraged to review each other’s work and share ideas and feedback, the better they get at receiving it

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because they understand the intention they are putting into the work they do. Empowering students in this way, allows them to become more independent and involved in the learning process. They take ownership of what growth occurs in the process and this is what we must foster in order to ensure optimal student learning.

Starr Sackstein is a Nationally Board Certified English teacher who has made it her mission to transform traditional assessment practices. Between her TedxTalk on her journey to throw out grades and her books on the same topic, Sackstein tries to help teachers all over the world #HackAssessment for better student learning. Sackstein currently works as the Director of Humanities for the West Hempstead Union Free School District in New York. Oh, and she has written a book about peer feedback, Peer Feedback in the Classroom: Empowering Students to Be the Experts .

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http://www.ascd.org/Publications/Books/Overview/Peer-Feedback-in-the-Classroom.aspx

http://www.ascd.org/Publications/Books/Overview/Peer-Feedback-in-the-Classroom.aspx

TABLE OF CONTENTS

Introduction 4

1. What is a rubric? 5

2. The Feedback Rubric 10

3. Converting a Matrix Rubric to a Feedback Rubric 13

4. Best practices of using feedback rubrics 19

5. Feedback rubrics as a learning tool 21

6. Rubrics for Effective Feedback 25

7. Rubrics by Subjects 28

Conclusion 35

Resources 36

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Introduction ––––––– One of the most important skills in life is that of giving feedback to others, yet almost no time is spent on teaching students how to do it. Similarly to riding a bike, giving feedback is best learned by practice - and where training wheels help when learning to ride a bike, feedback rubrics are a great way to support students learning to give helpful feedback. Feedback rubrics have the ability to open up a piece of work, guiding the user on a path to reflections about the qualities and aspects of the work that can be improved. When students give feedback using good feedback rubrics it becomes a powerful way to turn them into editors and experts on the work of their peers. Making effective feedback rubrics is challenging and can be time-consuming for teachers. What are criteria for exceptional work? Will students be able to understand the criteria? Is it too vague, or too limiting? In this guide, we will explain what makes a good feedback rubric, what effects they can have and give examples to help you make effective rubrics for your own students.

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CHAPTER 1

What is a rubric? ––––––– Put simply, a rubric is a set of criteria, instructions or expectations for a piece of work . It can be used by both teachers and students alike to communicate expectations, frame feedback, and guide assessment. The most important benefit for students when using rubrics is that it puts them in charge of their own learning. When students are made aware of the expectations, they can start working towards them effectively.

Types of Rubrics

Traditionally rubrics come in one of three forms; holistic, analytic or single-point. A holistic rubric is a general rubric which lists different levels of overall quality for a piece of work. It is meant to assess the level of competency using broad and general criteria. Analytic rubrics break down the characteristics of an assignment into smaller parts with more specific levels of competency. They are more commonly used to show a student's progression in learning and pinpoint specific things to improve. A single-point rubric uses criteria but does not list levels of fulfillment for each criteria. It leaves the reviewer to explain where there is room to improve for each criteria and where the work exceeds

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expectations. Single point rubrics have many benefits one of which is single point rubrics allow students room to exceed expectations on their own terms and in ways you do not have to predict. Below find examples of each type of rubric. A holistic rubric often looks like a list, the analytic rubric generally takes the form of a matrix and a single point rubric often looks like a table.

Holistic Rubric

Score Criteria

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The essay presents a clear, creative and enjoyable story with an

introduction and conclusion. It uses vivid and descriptive language

and lacks any major errors.

3 The essay presents a clear story with an introduction, conclusion. It includes vivid and descriptive language with minor errors.

2 The essay presents a story that is lacking certain elements. There are

mistakes throughout but the main point can still be conveyed.

1 The essay lacks a clear story and there are many mistakes that

make it difficult to understand the purpose of the story.

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Analytic Rubric

Exemplary Accomplished Emerging Beginning

Focus

The essay presents a clear cohesive story that is also imaginative and creative.

The essay presents a clear, cohesive story.

The essay attempts to tell a coherent story but lacks some focus and clarity.

The essay lacks a clear story or direction.

Organization

The introduction is inviting, presents an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.

The introduction states the main topic and provides an overview of the essay. A conclusion is included.

The introductions touches on the main topic. A conclusion is attempted.

There is no clear introduction, structure or conclusion.

Grammar & Spelling

The writer makes no obvious errors.

The writer makes a few errors in grammar and/or spelling but they do not interfere with understanding.

The writer makes several errors in grammar and/or spelling.

The writer makes numerous errors in grammar and/or spelling that interfere with understanding.

Word Choice

The writer uses vivid words and phrases. The placement of words seems accurate, natural and not forced.

The writer uses vivid words and phrases. The choice and placement of words is not always accurate and/or seems overdone at times.

The writer uses words and phrases that communicate ideas clearly but lack variety.

The writer uses a limited vocabulary.

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Single Point Rubric

Concerns Areas that Need Work

Criteria Standards for Performance

Advanced Evidence of Exceeding Standards

Organization

The essay is organized with a clear introduction, body and conclusion.

Grammar/Spelling

There are no major mistakes. Even if there are a few mistakes it doesn’t affect the understanding.

Focus

Writing has a clear focus and tells a story.

The challenge with holistic and analytic style rubrics is that students remain a passive participant in peer assessment. Rubrics constructed for assessment limit the type of feedback students receive to what can fit inside the rubric only. It is not possible for students to exceed the expectations specified by the rubric. While single point rubrics emphasize a focus on feedback and making students active learners, they also limit the potential for assessment and getting a clear picture of the quality of the work.

Fortunately, there is another type of rubric available which borrows from all three types of rubrics and emphasizes the feedback component further. This type of rubric is called a feedback rubric and has the ability to engage students actively in peer feedback. Feedback rubrics are a more general type of rubric and any holistic, analytic or single-point rubric can be re-framed as a feedback rubric.

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Feedback rubrics guide students through the feedback process by using different prompts, questions, and criteria where the focus is not on simple assessment but on helping students to write constructive, specific, kind and justified feedback for each other. Engaging students in peer feedback may feel scary at first, but by using feedback rubrics you can safely guide them through the process.

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CHAPTER 2

The Feedback Rubric ––––––– Feedback rubrics consists of a number of criteria and prompts (collectively called questions) with the purpose of helping the student read, assess and give feedback to a piece of work. They generally consist of three types of questions: scale, yes/no, and text questions.

Text questions

Text questions prompt students to give personalized feedback and explain their reasoning. Some of the most effective text questions ask for examples, focus on specific elements of the assignment or encourage the student to reflect on their own work.

Text question example

Briefly describe what effect the text had on you (if it had any). For

example, what mood or feeling you got from it.

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Scale questions

Scale questions are a form of standards-based learning and are similar in concept to the criteria in a matrix rubric. A good descriptive scale question helps the student understand the expectations and learning outcomes that should be achieved from the assignment. Generally, good scale questions use between 3 to 5 levels of mastery and although scales are close to numerical grades, try to avoid numbers on your scales. Without numbers, the students focus on the content and feedback rather than a score.

Scale question example

Does the text contain a claim with supporting data and evidence?

●

Inadequate: The text contains limited data and evidence related to the

claim and counterclaims or lacks counterclaims. The text may fail to

conclude the argument or position.

● Developing: The text provides data and evidence that attempts to back

up the claim and unclearly addresses counterclaims or lacks

counterclaims. The conclusion merely restates the position.

● Proficient: The text provides sufficient data and evidence to back up the

claim and addresses counterclaims. The conclusion ties to the claim and

evidence.

● Skilled: The text provides sufficient data and evidence to back up the

claim and addresses counterclaims fairly. The conclusion effectively

reinforces the claim and evidence.

● Exceptional: The text provides convincing and relevant data and

evidence to back up the claim and effectively addresses counterclaims.

The conclusion strengthens the claim and evidence.

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Yes / no questions

The simple yes / no questions are ideal for gauging if the basic guidelines and formatting requirements were achieved. Using multiple yes/no questions together acts like a checklist of elements that the students should have fulfilled for the assignment.

Yes / no question

Does the author make a claim about the piece of work?

Yes

No Yes / no question Does the video start with an introduction? Yes

No Yes / no question Did the writer correctly format a citation from where they gathered research? Examine this link for proper format. Yes

No Yes / no question Does the writer have a lead character? Yes

No

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CHAPTER 3

Converting a Matrix Rubric to a Feedback Rubric ––––––– This section will give a step by step guide for converting any matrix rubric into a feedback rubric. To illustrate the process, we will use an example matrix rubric for an essay about time traveling.

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Exemplary Accomplished Emerging Beginning

Focus

The essay presents a clear cohesive story that is also imaginative and creative.

The essay presents a clear, cohesive story.

The essay attempts to tell a coherent story but lacks some focus and clarity.

The essay lacks a clear story or direction.

Organization

The introduction is inviting, presents an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.

The introduction states the main topic and provides an overview of the essay. A conclusion is included.

The introductions touches on the main topic. A conclusion is attempted.

There is no clear introduction, structure or conclusion.

Grammar & Spelling

The writer makes no obvious errors.

The writer makes a few errors in grammar and/or spelling but they do not interfere with understanding.

The writer makes several errors in grammar and/or spelling.

The writer makes numerous errors in grammar and/or spelling that interfere with understanding.

Word Choice

The writer uses vivid words and phrases. The placement of words seems accurate, natural and not forced.

The writer uses vivid words and phrases. The choice and placement of words is not always accurate and/or seems overdone at times.

The writer uses words and phrases that communicate ideas clearly but lack variety.

The writer uses a limited vocabulary.

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Turning criteria into rubric questions

The main idea is to turn each row of the matrix into a scale question. For example, the second row ‘organization’ will now look like this:

Converted to a scale question

How is the structure and organization of the paper?

● There is no clear introduction, structure or conclusion.

● The introduction states the main topic. A conclusion is included.

● The introduction states the main topic and provides an overview of the

essay. A conclusion is included.

● The introduction is inviting, states the main topic, and provides an

overview of the paper. Information is relevant and presented in a logical

order. The conclusion is strong.

The criteria Organization (which was a row in the matrix) has become the question for the scale and each cell in the matrix is converted into a level on the scale. This way of presenting a scale question is conceptually the same as representing it as a row in a matrix, but it is much simpler for students to read and use in practice.

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Decoupling holistic criteria

Converting the matrix-row to a scale is just the first part of improving the rubric and turning it into a feedback rubric. One of the common challenges students face when using rubrics in peer feedback is that the levels of a scale are never an exact fit. To make it easier for students to use the rubric, decouple the criteria into a more analytic setup. This will introduce more criteria, but each of level of criteria will be easier to answer. From the above example, the criteria can be broken up further into three separate scales:

Converted to a yes / no question

Is there a structure to the essay?

N There is no clear structure

Y Information is relevant and presented in a logical order


Is there an introduction?

● There is no clear introduction

● The introduction states the main topic

● The introduction states the main topic and provides an overview of the essay

● The introduction is inviting, states the main topic, and provides an overview of the essay

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Is there a conclusion?

● There is no clear conclusion

● A conclusion is included

● The conclusion is strong

Note that the number of levels for each criteria does not have to be the same. In this example, the structure criteria become a two-step (yes / no) criteria.

Improving the wording of criteria

An important part of making good feedback rubric criteria is to make each criteria as explicit as possible in what is expected. If we take the criteria about the conclusion from above we can change it to:

Scale question

How strong is the conclusion? The conclusion should restate the

thesis statement and summarize the essay.

● There is no clear conclusion

● The conclusion is present but needs improvement

● The conclusion is clear and summarizes the essay

● The conclusion is clear, summarizes the essay and restates the thesis statement

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To fully turn this rubric into a feedback rubric, add in opportunities for more in-depth analysis and feedback with relevant text questions. Two examples of these types of text questions are:

Text question What do you think is the thesis statement of the essay?

Text question

Overall, what did you think of the structure and organization of the

essay? Name at least one way your peer could improve structure and

organization.

The first text question simply asks the reader to identify and restate the thesis statement. This question helps students learn what a thesis statement is and how it should look. The second question relates to the overall structure and organization of the essay (and to the scale questions from earlier). It asks students to find at least one area of improvement in relation to structure and organization.

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CHAPTER 4

Best practices of using feedback rubrics ––––––– Making rubrics a successful learning tool requires some thought about how it’s going to be used and in what way it’ll be introduced to students.

When to use a feedback rubric?

Feedback rubrics are highly adaptable and can be used in nearly any subject and any assignment. They can be used as an introduction to learning goals or to reinforce those that are already in place. The best part of feedback rubrics is you can adapt and adopt them however you see fit. Here are some popular ways feedback rubrics and peer feedback are utilized:

⏣ To get feedback on project ideas

⏣ To test out a thesis statement

⏣ To check progress in the middle of a larger project

⏣ As a draft submission before revisions and final submission

⏣ To check learning progression

⏣ To train students in giving and receiving feedback

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Preparing students to use feedback rubrics

Students want to know why they are doing something new and how it will work. To help ease students into using peer feedback and feedback rubrics discuss what it means to them and address any fears they may have. Be sure to cover the benefits they will get from using feedback rubrics including an opportunity to revise their work, learn from their peers and gain real world skills. One way to get students introduced to the feedback rubric is to include them in the creation of the rubric. Discuss and brainstorm in class what are important criteria for the assignment then vote in class which criteria should be included. When the feedback process is over, revisit the criteria and rubric with the students to find out what was missing or what was still difficult to understand. Even without using this process, it is still important to introduce students to the concept of a feedback rubric. It will help the students feel empowered and comfortable with using a new learning tool.

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CHAPTER 5

Feedback rubrics as a learning tool ––––––– Letting students give feedback and peer review with feedback rubrics is a great way to teach a range of valuable skills such as critical thinking, self-reflection and how to view things from different perspectives. And it is possible to construct feedback rubrics that specifically target each of these purposes by using certain types of criteria. This section will give examples of rubric questions that specifically target some of these areas of higher order thinking.

Critical Thinking

Assessing the work of others is an act of critical thinking in itself. Students need to take the assessment criteria and apply it to their peers’ work; all the while reasoning and justifying the feedback they are giving and determining if the arguments made in the work they are assessing are coherent. These rubric questions encourage students to take their critical thinking skills even further and help them find the right perspective for assessing arguments. Here are a few examples of rubric questions that encourage critical thinking:

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Example #1

Imagine that you are someone who strongly disagrees with the

argument in this essay. How would you attempt to refute the

argument? Think about:

● The structure of the author’s argument: does it flow? Is it

logical?

● The clarity of their essay: Is it easy to understand what the

main points of their argument are?

● The examples they’ve used; are they convincing / factual /

subjective?

Example #2

Find a section in the text where you feel the argument could be

stronger. Explain why it is not strong enough and propose a stronger

argument.

Self Reflection

The process of peer feedback prompts students to reflect on the content and quality of their own work. These rubric questions get students to vocalize what they have learned about their own work by giving feedback to others. Some examples include:

Example #1

What about the video has inspired you for your next video?

Example #2

If you were to go back and redo your own assignment after reading

this submission, what would you change?

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Example #3

What new have you learned from the topic from reading this

submission?

Example #4

Has your peer used the same method as you did to solve this

problem? If not, explain which method you used and why. Which

method do you think is the most effective for this type of problem?

Example #5

Find one thing in the essay that you think your peer did better than

you and explain why (consider structure, style, language,

presentation of research). Explain one thing that you think you did

better than your peer in your own essay.

Perspectives

Highlighting different perspectives can encourage students to think about the work in a different way and help them write more effective feedback. Think of using perspectives as a sort of role-playing for the peer feedback process which can teach students empathy for differing opinions. A few examples are:

Example #1

From a creative perspective, how could the author have been more

innovative with their short film?

Example #2

Only focusing on the positive aspects, what do you consider the best

part of the film?

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Example #3

Imagine you are a business owner, would you buy this product?

Why?

Example #4

Imagine you are a film critic, what would be your review of this

short film?

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CHAPTER 6

Rubrics for effective feedback ––––––– Effective feedback should be kind, justified, specific, and constructive. This can be encouraged through classroom dialogue and the way the rubric is structured. Below each of these characteristics is discussed and examples of rubric questions are given that help brings out all these elements in students’ feedback.

Kind

Part of giving feedback is learning how to be kind and fair while at the same time offering constructive criticism. Often students are too nice and don’t offer their peers any helpful feedback so learning to be kind while being constructive can be a challenge. To ensure that there is kindness in students feedback, try using rubric questions such as:

Example #1 · Text question

What is the best part about the submission? Why?


Find at least one thing about this video you feel has inspired you for

your next video. Why?

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Justified

Students should justify their comments so that the student receiving feedback understands the reviewer’s decision-making process. When the student giving feedback has to justify their answer, they will be encouraged to think through the process rather than making a hasty decision. Here are a few examples:


Explain your evaluation using language from the rubric. You should

have a definite reason, based on the rubric, for the evaluation you

give. Explain why you assigned that evaluation.


Explain in your own words what the author is trying to achieve. Are

they successful? Example #3 · Text question

Does the submitted work relate to the task? Explain why.

Specific

A common problem is that students will write feedback that is not specific enough. Some examples of this are the popular “good job” or “nice work” which only offers generalities. To encourage students to be more specific, make text-criteria for the reviewer to point to a specific example. A few examples are:

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Find 2 things that you liked. Explain why.


Find 3 sentences where the grammar is wrong and propose a correct

alternative. Example #3 · Text question

Find a paragraph in the essay that works well. Explain why.

Constructive

Constructive feedback is useful and gives the student guidance on how to improve and move forward with their work. Constructive and specific feedback often work hand in hand by asking the student about a specific portion of the work and then elaborate on how it can be improved. The rubric questions below can take students from giving simply descriptive feedback (e.g. “these things are good and these things are bad”), to giving helpful and useful feedback.


If the student were to complete this assignment again, what could

they include or not include, to make the overall assignment better?


Choose something you like about the essay and explain why you like

it. How could the student build on this to make it even better next

time? Example #3 · Text question

Provide at least one suggestion for improvement for you peer.

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CHAPTER 7

Rubric by subjects ––––––– Just like any form of assessment, rubrics can be customized for the subject it is used in. This section includes examples pulled from real feedback rubrics used by teachers using feedback rubrics.

Literature & Language Arts

Feedback Rubrics should evaluate the students writing skills and ability to use basic concepts. Rubrics should be clear and concise but allow room for student interpretation. These questions could look like this:


What is your overall opinion on the quality of the essay? How can

your peer improve it? This is the time to offer kind, constructive

criticism. Be polite but honest.

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Example #2 · Scale question

Does the essay have a hook?

● No clear hook / essay just begins and does not encourage reader to

continue.

● Weak hook / attempted but not engaging

● Strong and engaging hook


In your own words, what it the author’s purpose? How could this

be more clearly phrased?


Does the writer use adequate expressions for advice and regret? If so, which ones are ‘standouts’? If not, how could they have done

better?

Academic Writing

When writing academically, a lot of focus is put on using structure, using formal language and presenting everything in clear and concise arguments. Using the right rubric questions can help students understand how “proper” academic writing should look. Here are a few examples:


Pick 3 random references from the reference list and check if they

actually claim what the author says.

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How is the structure and organization?

● Absent or very weak explanation, articulation, and balance

● Attempt to explain and articulate, but very weak

● Attempt to explain and articulate, but unclear and / or confusing

● Attempt to explain and articulate, but unclear

● Mostly clear and coherent, with lapses

● Quite well structured, organized and balanced

● Well structured, organized and balanced

● Excellent and clear

Creative Subjects

In creative subjects, it can be hard to think of the criteria that measure student mastery while also allowing students the freedom to interpret creative works in their own way. Instead of just asking about the piece of work itself, ask students about how the piece made them feel. Try using questions such as:

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Please evaluate the musical success of the piece.

● The piece did not really run

● The piece ran but did not sound complete

● The piece created was successful

● The piece created was successful and original

● The piece created was successful, original, and spectacular


Pick two elements in the text, which you think work particularly

well (e.g. the idea, the composition, the character description, the

narration, the style, the mood, the language). Explain why.


Briefly, describe what the effect the text had on you (if it had any).

For example, what mood or feeling did you get from it?

Mathematics

Great feedback rubrics for math focus on the process leading to the answer and not simply checking for correctness. Use specific criteria to help students understand the process and encourage the use of mathematical vocabulary. Here are a few examples:

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Did the author give an overview of the problem? Is sufficient context

provided? Do you have any suggestions on how to improve the

introduction?


Did you get a sense of how the author arrived at their proof? What

process did they follow? Where and how might the author make the

process more clear?


Find a step in the solution that could be more clear / less ambiguous.

Propose an alternative explanation that is more clear.

Technical and Natural Sciences

In the “harder” sciences where problems often have a right answer, making good feedback rubrics can be both simple and challenging. One approach is to make answer key rubrics using yes/no questions. However, to ensure a focus on the process and not just on checking solutions, use questions that relate to the problem-solving process. This is a great way to train students in vocalizing their own process. This includes using rubric questions like:


Is Exercise 1 solved correctly? The author should get 12 as the correct

answer.


Is Problem 1 solved correctly? If not, find the place where a mistake

is made, describe what the mistake is, and how to correct it.

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Does the lab report contain all important parts (abstract,

introduction, materials, methods, results, discussion, conclusion,

and references)? Of not, which are missing?

Language Learning & Grammar

Peer feedback is a great way for students to recognize and correct common grammatical mistakes. Rubric questions should do more than just ask whether the grammar is correct, but encourage students to understand the grammatical mistakes made. Some examples include:


How is the grammar?

● Many basic mistakes (e.g. tenses, subject-verb agreement, pronouns)

● A few careless mistakes on basic items (e.g. tenses, subject-verb

agreements, pronouns). Be careful.

● Correct most of the time. There are a couple of minor mistakes, but they

are easy to understand.

● Accurate and a wide range of tenses, collocations, word forms etc.

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What are some positive ‘style’ moments in the essay? Any

suggestions? Example #3 · Scale question

Overall use of correct spelling, grammar, and punctuation through

the entire essay.

● Severe errors – makes reading the essay difficult

● Moderate errors – several errors, but can easily figure out what the

author wanted to say

● Some errors – not error-free, but does a good job

● No errors – The essay does not have any errors

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Conclusion ––––––– Letting students partake in the process of giving feedback is one of the most effective ways to train critical thinking, encourage self-reflection, and improve the skills of giving and receiving feedback. It is not easy to give helpful feedback, but by using feedback rubrics it is possible to support students in the process. An effective feedback rubric can guide students through the work they are assessing, opening up new perspectives and helping them focus on the right aspects. Like with other learning tools, there is not one perfect rubric and each feedback rubric has its own strengths and weaknesses. Additionally having a good feedback rubric is not enough in itself to ensure that peer feedback is great - it also requires motivation from the teacher and a feeling of safety in the learning environment. Every class is different and so is every feedback rubric. We could not fit all the good examples into this one guide so if there is anything you would like us to cover, write us at [email protected] and let us know!

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mailto:[email protected]

Learning through giving feedback –––––––

When students give feedback to their peers, they are engaging in a

highly effective form of learning.

We built Peergrade to give students and teachers a platform that

encourages constructive and kind feedback. We’ve included features

such as anonymity, feedback reactions and flags to give both students

and teachers the peace of mind that peer feedback is fair and effective.

Start creating your own feedback rubrics by trying out Peergrade for

free by visiting peergrade.io.

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http://peergrade.io/

Resources –––––––

This is an example of a complete feedback rubric

Requirements

Question #1 · Yes / no question

Did the writer stay on topic?

Y Yes

N No


Did the writer explain their choice of historical events to chronicle?

● No, not at all.

● Sort of. There is a brief explanation but it could have been explained more.

● Yes, there was a good explanation to why they chose to record those events.

Content


How is the structure of the essay?

Y There is no clear structure

N Information is relevant and presented in a logical order

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Question #4 · Scale question

How strong is the introduction? The introduction should provide the

main topic and give an overview of the essay.

● There is no clear introduction

● The introduction only states the main topic

● The introduction states the main topic and provides an overview of the

essay

● The introduction is inviting, states the main topic, and provides an

overview of the essay


How strong is the conclusion? The conclusion should restate the

thesis statement and summarize the essay.

● There is no clear conclusion.

● The conclusion is present but needs improvement

● The conclusion is clear and summarizes the essay

● The conclusion is clear, summarizes the essay and restates the thesis

statement.


How would you describe the word choice?

● The writer uses a limited vocabulary

● The writer uses words that communicate ideas clearly, but the writing lacks

variety.

● The writer uses vivid words and phrases. The choice and placement of

words seems accurate, natural, and not forced.

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How is the grammar and spelling?

● The writer makes numerous errors in grammar and / or spelling

● The writer makes several errors in grammar and / or spelling

● The writer makes a few errors in grammar and / or spelling, but they do not

interfere with understanding

● The writer makes no errors in grammar and / or spelling


How would you describe the sentence structure?

● Sentences sound awkward, are distractingly repetitive, or are difficult to

understand

● Most sentences are well constructed, but they have a similar structure and / or length

● Most sentences are well constructed and have a varied structure and length.

Feedback

Question #9 · Text question

Overall, what did you think of the structure and organization of the

essay? Name at least one way your peer could improve structure and

organization.

Question #10 · Text question

What do you think is the thesis statement of the essay?

Question #11· Text question

What is one thing that can be improved? Why?

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