Grading Standards

Critical Thinking and Writing for Exams and Essays

History students’ performance can be measured in several different ways.  Mastery of the material, including names of major historical actors, dates/chronology of events, and causes and effects of these events, is an important measurement of a student’s knowledge.  A student’s success as an historian hinges on remembering these details.

Successful history students also demonstrate a superior level of analytical and critical thinking.  They express their ideas in clear, concise, effective ways, complete with proper grammar, syntax, spelling, and word use.  A superior combination of these qualities can earn students “A” grades on their exams and papers.  Below are standards that I use to evaluate each student’s work:

A-level exams and papers exhibit the following qualities:

Demonstrate a firm grasp of the material presented in the course, as well as clear, insightful, and precise reasoning (though the student may, on rare occasion, lapse into less-clear reasoning); identify and analyze key concepts; support general statements with specific examples and references to relevant material; question assumptions with well-considered arguments; identify competing points of view; identify the implications and consequences of historical events/experiences; use language in keeping with educated usage. 

In other words, A-level work makes the instructor think “Wow, this person really knows her/his stuff, and she/he can express his/her ideas in a surprisingly clear and concise manner!”

A-level papers also:

Are handed in on time and are free of careless spelling, grammar, and typographical errors.

B-level exams and papers exhibit the following qualities:

Demonstrate competent mastery of the material presented in the course; provide, clear, well-reasoned and knowledgeable arguments, but without superior depth and insight; often identify and analyze key concepts; often support general statements with specific examples and references to relevant material; sometimes identify competing points of view; raise some questions or issues; sometimes identify the implications and consequences of historical events/experiences; usually distinguish the relevant from the irrelevant; often use educated language; generally display good reasoning and problem-solving skills.

B-level work makes instructors think: “Solid understanding of the material, nicely organized, thoughtful reasoning in many places – but, more concrete evidence and smoother writing would strengthen the paper.”

B-level papers also:

Are handed in on time and are reasonably free of careless spelling, grammar, and typographical errors.

C-level exams and papers exhibit the following qualities:

Illustrate some – though inconsistent – achievement in grasping course material and communicating it in a clear, precise, well-reasoned manner; do not demonstrate depth of insight or consistent competence; sometimes raise issues, analyze questions or problems, and identify competing points of view; do not identify important implications or consequences; only occasionally display intellectual discipline and clarity; sometimes use educated language; show only modest and inconsistent reasoning and problem-solving skills.

C-level work makes instructors think: “This student is going through the motions of the assignment, carrying out the form without understanding the implications of it.  He/she does not clearly identify his/her argument, there is little concrete evidence to support generalizations.  The work is not well-organized. This student needs to visit the writing center.”

C-level papers also:

Are sometimes handed in a day or two late; have careless spelling, grammar, and typographical errors; indicate lack of preparation and thought.

D-level exams and papers exhibit the following qualities:

Show only minimal understanding of the course material; imply poor thinking and performance with regard to course material; demonstrate only occasional critical thinking skills and little evidence that the student is “reasoning” through the assignment; rarely analyze issues clearly, almost never formulates information clearly, and rarely clarify key concepts effectively; do not use educated language; rarely distinguish the relevant from the irrelevant, recognize important implications or consequences, or reason from clearly-stated premises; frequently display poor reasoning and problem-solving skills.

D-level work makes instructors think:  “This student has not clearly identified and developed her/his argument, there is little concrete evidence to support her/his statements.  There is no organization of the work – no introduction or conclusion.  This student is barely going through the motions of the assignment. There is little comprehension of the issues at hand.  This student needs to come see me to discuss her/his level of work – and she/he needs to visit the writing center.”

D-level papers also:

Are marred by careless errors, misspellings, and typos; are often handed in late; and indicate little preparation and analytical thought.

F-level exams and papers exhibit the following qualities:

Demonstrate consistently poor quality, though they may show glimmers of competence through rote recall; consistent lack of clarity, consistent imprecision and poor reasoning; a misunderstanding of basic concepts; a lack of relevant questions or issues; confused presentation of opinions versus “truth;” lack of knowledge or consideration of important implications and consequences; incompetent reasoning and problem-solving skills.

F-level work makes an instructor think: “This student is not engaged in the course material at all.  He/she does not display the basic critical thinking and analysis skills that are important to this course.  This assignment seems to have been done pro forma, the student simply went through the motions without putting significant effort into thinking his/her way through them.”

F-level papers also:

Are marred by careless errors, misspellings, and typos and are typically handed in late, and indicate little to no preparation and analytical thought.

Note: anyone who receives a D or F on their paper should see me immediately.  Unsatisfactory grades are usually the result of student issues (lack of study skills or prioritization of work, personal crises) rather than any fundamental ability to comprehend the material.  If you take the time to discuss the work’s shortcomings with me, you may be able to improve your work considerably over the remainder of the semester. However, it is your responsibility to seek your professor’s advice on how to improve your grades.