AP U.S. History Grading For Free Response Questions
AND
Cambridge Grading Marks For Free Response Questions
AP U.S. History Grading For Free Response Questions AND Cambridge Grading Marks For Free Response Questions |
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| Advanced Placement Generic Rubric For Document Based Questions |
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Presents a clear, well-developed, complex thesis |
Presents a clear, developed thesis | Presents a simple thesis with limited development | Presents a thesis that is confused or underdeveloped, or essay lacks a thesis |
| Supports thesis with substantial, relevant, and accurate
outside information
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Supports thesis with relevant and helpful outside information | Supports thesis with some limited, but appropriate, outside information | Provides minimal, irrelevant, or incorrect outside information |
| Effectively uses a substantial number of documents (75%+), including those contrary to thesis | Effectively uses a majority of documents (50%+), including those contrary to thesis | Utilizes some documents essential to proving thesis but ignores others; works well with a few documents but neglects most | Quotes or briefly cites documents only; Ineffective use of documents; misunderstanding or incorrect interpretations |
| Provides an effective analysis that answers all aspects of the question; thoroughly addresses counter-arguments | Provides analysis but may not devote equal weight to all parts of the question; addresses counter-arguments | Analysis is present but superficial; fails to address counter-arguments; does not sufficiently address all parts of the question | Little or no analysis; describes rather than analyzes; only answers one part of the question |
| Paper has strong structure, logical flow, and obvious agreement between introduction and conclusion | Paper has a structure, logical flow, and loose agreement between introduction and conclusion | Paper has a weak, but present structure, understandable flow, and loose agreement between introduction and conclusion | Paper is wandering, incoherent, has mismatched introduction and conclusion, or lacks either |
| Writing presents no obstacles
to understanding; high degree of skill and complexity
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Contains only minor errors that do not seriously detract from the essay/argument; writing is skillful | Contains some errors that do not detract from overall essay/argument; writing is competent | Contains major errors or numerous minor ones that detract from the essay/argument; illegible |
9-8: Strong analytical focus, demonstrates a great deal of pertinent historical knowledge. Responds to all of the elements of the question. Uses convincing evidence to support a well constructed thesis. Often shows signs of original thinking and creativity. 7-6: Presents an acceptable thesis. Uses evidence in an organized fashion to support a thesis. Adequate breadth in responding to the most important elements of the question. 5: Presents a rudimentary thesis. Cites facts appropriate to the development of the thesis but does not necessarily make strong connections to the thesis. Discusses some but not all of the major issues raised by the question. May contain some faulty information and/or logic. 4: Demonstrates comprehension of pertinent concepts and facts. Presents descriptive narrative with little organizational structure. Addresses some but not all of the important issues raised by the question. Contains some factual errors. 3: Weak or implausible thesis. Breadth is lacking or major factual errors are present. Information may be a bad match with the thesis. 2: Weak thesis that is unsustained in discussion. Offers few, if any, factual illustrations to support thesis. Includes irrelevant information. 1: Attempts to respond to the question. Fails to provide detail and breadth of coverage. 0: No meaningful attempt to answer the question. Remember that for class grading purposes your rubric score earns you
the following amount of points:
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CAMBRIDGE
| Assessment Objectives |
| 1. Demonstrate an understanding of the compexity of issues and themes within an historical period. |
2. Distinguish and assess different approaches to interpretations of, and opinions about the past. |
| 3. Express awareness of historical concepts such as change and continuity and cause and effect in the past. |
| 4. Present a clear, concise logical and relevant argument. |
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Level 1 Grade 1-5 Writes about the hypothesis, no valid use of sources (Use of source involves identification of a source by its letter or a direct quote in order to test the hypothesis. Using sources to write an essay on the topic is not source use.
Level 2 Grade 6-8 Uses information taken from the sources to challenge OR support the thesis.
Level 3 Grade 9-13 Uses information taken from the sources to challenge AND support the thesis.
Level 4 Grade 14-16 By interpreting /evaluating sources in context, finds evidence to challenge OR support the hypothesis (Using outside knowledge)
Level 5 Grade 17-21 By interpreting / evaluating sources in context, finds evidence to challenge AND support the hypothesis (Using outside knowledge with an understanding beyond face value)
Level 6 Grade 22-25 Level 5 PLUS Either explains why evidence to challenge or to support the hypothesis is better / preferred (i.e. a comparative judgment on why some evidence is better and other evidence is worse); OR Reconciles explains problems in the evidence to show that neither challenge nor support is to be preferred. (suggest a new hypothesis)
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