Understanding the Rubrics

There’s a point – difference between College Board & Mrs. T

Short Answer Questions

Scoring Guide(10 minutes)

SAQCollege Board

(3 points)

• Prompt A – 1 point• Prompt B – 1 point• Prompt C – 1 point

• Test = 4 questions = total 12 points on APUSH EXAM

Mrs T (6 points)Grade book = 30 points

• Part A (0-1)– Accurately addressed the

prompt (1)

• Part B (0-2)– Accurately addressed the

prompt (1)– WITH sufficient evidence (2)

• Part C (0-2)– Accurately addressed the

prompt (1)– WITH sufficient evidence (2)

• Grammar (0-1)

Mrs. T’s grade bookPoints on Rubric Points in Grade book

6 30 (100%)

5 27 (90)

4 24 (80)

3 21 (70)

2 18 (60)

1 15 (50)

LONG ESSAY

Rubric & Scoring Guide(35 minutes)

LE

• College Board = 6 point Maximum– Thesis (1)– Support for Argument (2)– Application of Targeted Historical Thinking Skill (2)– Synthesis (1)

LE-THESIS 0-1 point

• Skill Assessed: argumentation + targeted skill

• “States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question”

LE-SUPPORT FOR ARGUMENT (0-2 POINTS)

• Skill assessed: argumentation, use of evidence

Supports the stated thesis (or makes a relevant argument) using specific evidence

1 point

OR

Supports the stated thesis (or makes a relevant argument) using specific evidence, clearly & consistently stating how the evidence supports the thesis or argument, and establishing clear linkages between the evidence and the thesis or argument

2 points

LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)

• For questions assessing CONTINUITY AND CHANGE OVER TIME

Describes historical continuity AND change over time

1 point

OR

Describes historical continuity AND change over time, AND analyzes specific examples that illustrate historical continuity AND change over time

2 points

LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)

• For questions assessing COMPARISON

Describes similarities AND differences among historical developments

1 point

OR

Describes similarities AND differences among historical developments, providing specific examples ANDAnalyzes the reasons for their similarities AND/OR differences OR,DEPENDNG ON THE PROMPT,Evaluates the relative significance of the historical developments

2 points

LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)

• For questions assessing CAUSATION

Describes causes AND/OR effects of a historical development

1 point

OR

Describes causes AND/OR effects of a historical development and analyzes specific examples that illustrate causes AND/OR effects of a historical development

2 points

LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)

• For questions assessing PERIODIZATION

Describes the ways in which the historical development specified in the prompt was different from OR similar to developments that preceded and/or followed

1 point

OR

Analyzes the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis

2 points

LE-SYNTHESIS (0-1 point)

• Skill assessed: synthesis-response synthesizes the argument, evidence, & context into a coherent & persuasive essay by accomplishing one+ of the following as relevant to the question

Appropriately extends or modifies the stated thesis or argument

1 point

Explicitly employs an additional appropriate category of analysis (e.g. political, economic, social, cultural, geographical, race/ethnicity, gender) beyond that called for in the prompt

1 point

The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances

1 point

LECollege Board

6 points

• Thesis (1)• Support for Argument (2)• Application of Targeted

Historical Thinking Skill (2)• Synthesis (1)

Mrs T’s (10 points)Grade book 50 points

• Thesis (2)• Support for Argument (3)• Application of Targeted

Historical Thinking Skill (3)• Synthesis (1)• Factual Accuracy &

Grammatical Errors (1)

Mrs. T’s grade bookPoints on Rubric Points In Grade book

10 50 (100%)

9 45 (90%)

8 44 (88%)

7 43 (86%)

6 41 (82%)

5 39 (78%)

4 38 (76%)

3 34 (68%)

2 31 (62%)

1 25 (50%)

How to write & score DBQs

(60 minutes)

DBQ

• 7 POINT RUBRIC– Thesis (1)– Synthesis (1)– Contextualization (1)– Analysis• Documents (3)• Outside examples (1)

THESIS (0-1 point)

• Skills assessed: argumentation + targeted skill

• “States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.”

Synthesis (0-1 points)

Provides a conclusion that appropriately extends or modifies the stated thesis or argument

1 point

OR

Recognizes and uses disparate, sometimes contradictory evidence from primary sources and/or secondary works to craft a coherent argument

1 point

OR

The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances.

1 point

Skill assessed: synthesis

Response synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay, by accomplishing one or more of the following as relevant to the question:

Contextualization (0-1 point)

• Skill assessed: Contextualization

• Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes

Analysis (0-4 points)

• Analysis of historical evidence and support of argument (0-3 points)

AND/OR• Analysis of outside examples to support

thesis/argument (0-1 points)

Offers plausible analysis of the content of a majority (=at least 4) of the documents, explicitly using this analysis to support the stated thesis or a relevant argument

1 point

OR

Offers plausible analysis of BOTH the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument ANDAt least one of the following for majority of the documents:• Intended audience• Purpose• Historical context &/or• Author’s point of view

2 points

OR

Offers plausible analysis of BOTH the content of ALL or ALL BUT ONE of the documents, explicitly using this analysis to support the stated thesis or a relevant argument ANDAt least one of the following for ALL or ALL BUT ONE of the documents:• Intended audience• Purpose• Historical context &/or• Author’s point of view3 points

Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument1 point

DBQCollege Board7 point Rubric

• Thesis (1)• Analysis

– Documents (3)– Outside examples (1)

• Contextualization (1)• Synthesis (1)

Mrs T’s (10 points)100 points in grade book

• Thesis (2)• Analysis

– Documents (3)– Support of Argument (2)

• Contextualization (1)• Synthesis (1)• Accuracy (1)

Mrs T’s grade bookPoints on Rubric Points in Grade book

10 100 (100%)9 92 (92%)8 89 (89%)7 86 (86%)6 82 (82%)5 76 (76%)4 72 (72%)3 69 (69%)2 62 (62%)1 50 (50%)

What do they mean?

• Intended Audience• Purpose• Historical Context• Author’s Point of View

Intended Audience

• Authors aim what they write to particular groups of people. Observing the ‘intended audience’ of a source involves identifying a person or group the author expects to inform or influence in creating the source.

• When constructing your argument go beyond what is noted in the source line of the document. No credit for repeating info in the source line.

• In describing author’s intended audience include the phrases “the author’s intended audience was ______” and “is shown by______.”

Author’s Purpose

• Can be thought of as the goal sought by the author. It involves identifying the author’s end-game, what they hope to accomplish, and why they are writing the document.

• Common purposes: inform, entertain, persuade, influence, teach, record, author’s job/profession requirements, describe, self-aggrandizement, regulate (laws or rules).

• Write sentences which describe the purpose conveyed. In describing author’s purpose in creating a source include the phrases “the author’s purpose in writing was to ______” and “is shown by______.”

Historical Context

• Connecting a document to specific historical events, circumstances of time and place, and/or to broader regional, national, or global processes.

• Places the document within broader trends contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places.

• Identify the historical trend or process in which the document fits. Write a sentence which describes the context, explain how the document participates in that historical trend or process.

• Include the phrase “the historical context of this document is ______ “.

Author’s Point of View

• Go beyond the basic identity of the source author and the source itself, as described in the document source line. Ask yourself questions about the author and the source. What is the author’s profession, gender or social class, religion, identifiable ethnicity, nationality, or other allegiance to a particular group? Explain how one of these factors may have influenced the content of the source.

• Statement should both identify an influence that may have shaped the author or source and explain how that particular influence specifically affected the content of the document.

• Put simply, to do POV identify an important aspect of WHO the author is, and explain HOW the author’s personhood might have impacted what they wrote.