Individual paper grade guide (K. Carmichael)
A rubric for grading design essays. Includes examples of common errors with recommended grade ranges for each. Prioritizes originality, proper use of primary and secondary research, and final editing. Can be used as a cover sheet for returning papers, highlighting categories of errors or what the student did especially well.
EDC—Carmichael—FQ 2007
Individual Paper Grade Guide
Below you will find a breakdown of the elements on which your individual paper has been graded.
1) Construction of a compelling argument that draws definite conclusions about the appropriateness / inappropriateness of a design to specific user groups or specific stresses and situations. Credit will be given for the originality, significance, and utility of the topic and the analysis.
2) Use of key analytical strategies and categories of information to bolster your assessment of a design (including any of the following):
• Discussion of why a flawed design may have been implemented
• Acknowledgement of different user groups and their needs
• Independent and original data gathering and analysis of results (primary research) that may include user interviews and observations and/or novel design tests
• Secondary research from reliable sources
• Specific and quantified information about the design and its users
3) Use of visuals (tables, graphs, sketches/diagrams, photos, etc.) as appropriate.
4) Professional presentation, with attention to the following:
• Clear and logical organization of the argument
• Proofreading and proper grammar, syntax and punctuation
• Proper labeling, numbering and reference to figures in the text
• Correct and consistent citation format (APA or MLA)
• Use of white space to set figures off appropriately
• Adherence to standard font and formatting guidelines
An “A” paper demonstrates mastery of all four elements.
An “A-” through a “B” paper shows awareness of the four elements, but not perfect mastery. The paper may lack originality, include some irrelevant information; have only an incomplete discussion of significant user groups; be inconsistent in terms of its professional presentation or use of visuals; occasionally use general descriptors rather than specific or quantified information about the design; or fail to make a fully convincing case for the merits, shortcomings or appropriate uses of a particular design.
A “B-” through a “C-” paper does one or more of the following: neglects several elements of professional and visual presentation; speaks of design features in merely general terms (with no effort to specify or quantify); bases its conclusions on flawed/inadequate research or unreliable sources; is either unconvincing or draws conclusions that are so general and obvious as to be virtually uncontestable; and/or makes unwarranted assumptions about user groups.
A “D” paper largely ignores the four elements. Such papers typically fall into the trap of describing the features of a design but do not actually analyze or assess it.
An “F” paper fails to meet any objectives of the assignment.
