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    IB Geography Generic Essay Rubric

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    gabr0088
    This document appears to be a rubric for grading student essays. It provides criteria for awarding marks in five categories: basic maps/diagrams, structure and organization, knowledge and understanding, application/analysis, and synthesis/evaluation. Higher marks are given for more sophisticated maps, well-structured responses, demonstration of accurate and detailed knowledge, analytical structure and application of concepts, and balanced evaluation with a clear thesis statement. A comment section allows for additional feedback.

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    IB Geography Generic Essay Rubric

    Uploaded by

    gabr0088
    1K views4 pages
    This document appears to be a rubric for grading student essays. It provides criteria for awarding marks in five categories: basic maps/diagrams, structure and organization, knowledge and understanding, application/analysis, and synthesis/evaluation. Higher marks are given for more sophisticated maps, well-structured responses, demonstration of accurate and detailed knowledge, analytical structure and application of concepts, and balanced evaluation with a clear thesis statement. A comment section allows for additional feedback.

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    This document appears to be a rubric for grading student essays. It provides criteria for awarding marks in five categories: basic maps/diagrams, structure and organization, knowledge and understanding, application/analysis, and synthesis/evaluation. Higher marks are given for more sophisticated maps, well-structured responses, demonstration of accurate and detailed knowledge, analytical structure and application of concepts, and balanced evaluation with a clear thesis statement. A comment section allows for additional feedback.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views4 pages

    IB Geography Generic Essay Rubric

    Uploaded by

    gabr0088
    This document appears to be a rubric for grading student essays. It provides criteria for awarding marks in five categories: basic maps/diagrams, structure and organization, knowledge and understanding, application/analysis, and synthesis/evaluation. Higher marks are given for more sophisticated maps, well-structured responses, demonstration of accurate and detailed knowledge, analytical structure and application of concepts, and balanced evaluation with a clear thesis statement. A comment section allows for additional feedback.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    The key takeaways are the criteria for evaluating essays which include knowledge and understanding, application and analysis, synthesis and evaluation. Marks are assigned based on the level of each of these criteria demonstrated in the essay.

    Essays are evaluated based on knowledge and understanding, application and analysis, synthesis and evaluation, as well as other factors like maps, organization, and examples/case studies.

    Marks are assigned based on the level of knowledge and understanding, application of concepts, attempts at analysis, creation of a thesis statement, argument of a thesis, and balance of evaluation demonstrated in the essay.

    Name of Student: Title of the Essay: 1 mark Basic maps or Diagrams (if included) Some indication of organization of material

    2 Marks Acceptable maps and diagrams; appropriate structure and organization of material 3 Marks Appropriate sound maps and diagrams, well-structured and organized responses

    Total Mark

    4 Marks

    5 marks

    Comment (if necessary)

    Skills

    Knowledge/ understanding

    Little knowledge and/or understanding, which is largely superficial or of marginal relevance; no or irrelevant examples and case studies

    Some relevant knowledge and understanding, but with some omissions; examples and case studies are included, but limited in detail structure and organization of material

    Relevant knowledge and understanding, but with some omissions; examples and case studies are included, occasionally generalized

    Generally accurate knowledge and understanding, but with some minor omissions; examples and case studies are well chosen, occasionally generalized

    Accurate, specific, welldetailed knowledge and understanding; examples and case studies are well chosen and developed

    Application/an alysis

    Descriptive structure, with application and analysis "bolted-on" to the facts

    Descriptive Structure with accurate application of concepts and some attempts at analysis, .

    Analytical Structure with thorough, accurate application of concepts and strong attempts at analysis

    Analytical Structure with Detailed application; well developed answer that analyzes most or all aspects of the question

    Synthesis/eval uation

    Unsubstantiated evaluation (very little reasoning given to support judgments) No thesis statement

    Beginning to show some attempt at evaluation of the issue, which may be unbalanced An attempt is made to create and argue a thesis statement

    Good and wellbalanced attempt at evaluation Includes a thesis statement and an attempt to argue is made

    Well balanced evaluation Includes a thesis statement and thesis is argued throughout the essay.

    Exemplary Evaluation Includes a strong thesis statement and thesis is consistently argued throughout the essay.

    Other comments: All Geography classroom essays at IB level should be 1000 words minimum if they are to be sufficient preparation for the final examinations. Falling below this level will result in a mark of ZERO. A B C D E F The question has been Poor, ignores important Answer partially Competent answer Developed answer that Well-developed answer that completely misinterpreted aspects of the questions addresses question although not fully covers most aspects of covers most or all aspects of or omitted developed, tends to be the question the question. descriptive

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