Rubric for Final Project



Criterion

4

A-level qualities
(90–100)

3

B-level qualities
(80–89)

2

C-level qualities
(70–79)

1 or 0

D- or F-level qualities
(60–69 or below 60)



Score

Coverage and comprehension of artistic locales/periods

Student shows evident mastery of the three locales/periods assigned in the paper and correctly characterizes each; references to artists and artworks are full,  appropriate, and effective. Student shows understanding of  the three locales/periods assigned in the paper and correctly summarizes each; references to artists and artworks are effective. Student shows a general understanding of atleast two of the three locales/periods assigned in the paper but the discussion is cursory; student may fail to mention or seemingly fail to know about important artists or works with a period.
Student shows little understanding or cannot distinguish between locales/periods and fails to refer to them effectively in the paper.  

Analysis of continuity and transformation


Student very fully and effectively explicates evidence of continuity and transformation in each locale/period and is able to trace these concepts over time; student uses artists and their works as effective examples.
Student effectively relates continuity and transformation in each locale/period; student cites artists and their works as  examples.
Student fails to discuss continuity or transformation in a cogent manner or misstates their relation to a particular locale or art period; student fails to provide enough examples of artists and their works. Student consistently fails to consider continuity and transformation within locales/periods; student has few or no examples of artists or works.
 

Discussion of artists, works of art, and historic periods related to the locales

Student demonstrates a sophisticated understanding of how particular artists were reflective of their period or transformed it; student's connections are especially insightful
Student effectively discusses the ways particular artists were reflective of their period or transformed it; student's connections are logical. Student makes an attempt to discuss the ways particular artists were reflective of their period or transformed it but fails to make consistently knowledgeable connections.
Student  makes no attempt to discuss the ways particular artists were reflective of their period or transformed it or, in attempting this discussion, reveals a lack of comprehension of the course materials.
 

Length, Coherence, and Unity

Paper is of the proper length and is extremely well-developed, clear, coherent, and unified. Paper is of adequate length, is well-developed; it maintains coherence and unity, with only occasional lapses. Paper is somewhat too long or too short; the thrust of the paper can be understood but overall the paper lacks coherence and unity. Paper does not meet length requirements and/or is incoherent or lacks unity.  

Quality of Personal Reflection

Student's personal reflections are lively, persuasive, and compelling. Student's personal reflections are convincing, appropriate, and effective. Student's personal reflections are superficial or unconvincing. Student fails to reflect on art.
 

Use of Terminology

Student demonstrates an unerring comprehension of art terminology and refers correctly to all genres of art. Student demonstrates comprehension of art terminology and uses it effectively; student comprehends art genres. Student occasionally misuses art terminology or fails to use correct terminology consistently.  Student misuses art terminology consistently.  

Written communication

There are few spelling or grammatical errors, none of which seriously detract from the paper. There are some spelling or grammatical errors, few of which detract from the paper. Student makes a number of spelling or grammatical errors, several of which seriously detract from the paper. Student makes many spelling or grammatical errors, which seriously detract from the paper.  

Total

 

Note: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0–100 scale: 26–28 = A (93–100); 25 = A– (90–92); 24 = B+ (88–89); 20–23 = B (83–87); 19 = B– (80–82); 18 = C+ (78–79); 13–17 = C (73–77); 12 = C– (70–72); 6–11 = D (60–69); 0–5 = F (below 60).