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Admissions Committee Rubric

You will be assessed in four areas. Scoring below the indicated passing score will result in deferment.

Writing Sample Portion 

Writing Development

 

5

4

3

2

1

Quality & Development of Ideas (x5)

There is 1 clear, well-focused topic.   Main idea stands out & is supported by detailed information

Main idea is clear, but the supporting information is general.  

Main idea is somewhat clear, but there is need for more supporting information.   Some info not connected to main idea.

The main idea is not clear.   There is a seemingly random collection of information

The main idea is confusing.   There is a lack of collected information

Organization, relevance (x5)

Proper paragraphing, support & elaboration of ideas, flow of thought, and focus all present

Paper contains 3 elements of organization, though relevance is maintained

Paper contains only 1 or 2 elements of organization, &/or relevance is lost

None of the elements of organization are present, little or no relevance

None of the elements of organization are present, there is no relevance

Wording & Phrasing (x3)

 

Writer chooses variety of words to appropriately convey thoughts; proper phrasing

Writer uses some variety in wording; or 1–2 phrasing changes would improve paper

Little variety in word choice; or some awkward phrasing makes paper less reader-friendly

Words non-descript, boring; or phrasing makes ideas in paper hard to decipher

Wording and phrasing makes ideas in paper impossible to decipher

Language Use
 54321

Grammar (x2)

Writer makes no mistakes in grammar

Writer makes 1-2 errors in grammar

Writer makes 3-4 errors in grammar

Writer makes 5-6 errors in grammar

Writer makes more than 7 errors in grammar

Sentence Structure (Syntax) (x 2)

Writer makes no errors in syntax

Writer makes 1-2 errors in syntax

Writer makes 3-4 errors in syntax

Writer makes 5-6 errors in syntax

Writer makes more than 7 errors in syntax

Punctuation (x 2)

Writer makes no errors in punctuation

Writer makes 1-2 errors in punctuation

Writer makes 3-4 errors in punctuation

Writer makes 5-6 errors in punctuation

Writer makes more than 7 errors in punctuation

Spelling (x 2)

Writer makes no spelling errors

Writer makes 1-2 spelling errors

Writer makes 3-4 spelling errors

Writer makes 5-6 spelling errors

Writer makes more than 7 spelling errors


Interview Portion 

Response Content

 

5

4

3

2

1

Quality & Development of Ideas (x4)

Speaker reveals relevant information, telling, quality details giving important information beyond the obvious

Supporting details & information are relevant, but 1 key issue or portion is unsupported

Some details & information are relevant, but several key issues or portions are unsupported

Supporting details & information are unclear or not related to the topic

Supporting details & information are confusing and unrelated to the topic

Organization & Relevance (x4)

Topic & ideas are clearly stated & developed; specific examples are appropriate and relevant, & conclusion is clear

Most information presented in logical sequence; generally well-thought out

Topic & ideas are loosely connected; lacks relevance & or flow

Choppy & disjointed; thoughts do not flow; development of ideas vague, random, no apparent logical order

Topic & Ideas are unrelated, lack of development of ideas

 

Wording & Phrasing (x4)

Student uses a clear voice; proper volume & articulation;   No mispronunciations

Clear articulation but not as polished; pronounces most words correctly

One mispronunciations

Some mumbling; uneven rate; little or no expression; some colloquial speech, 2-3 mispronunciations

Inaudible or too loud; too fast or too slow; seems uninterested &/or monotone; improper wording or phrasing, 4 or more mispronunciations

Indecipherable speech, confusing wording and phrasing

 

Grammar (x4)

 

No errors in grammar

One error in grammar

2-3 grammar errors

More than 4 grammar errors

Speech patterns are clearly unacceptable

Professional Behaviors

 

5

4

3

2

1

Non-verbal Cues (x1)

Student maintains eye contact, seems comfortable; no anxiety-causing mannerisms

Student maintains eye contact most of the time, but frequently looks away; some anxiety visible

Student occasionally uses eye contact, but voice is low & student is clearly uncomfortable

Student is very uncomfortable, inappropriate behaviors such as rocking; squirming in chair

High anxiety!   Student leaves the room & vocalizes intent of giving up trying to be a teacher.

Poise (x2)

Student composed; delivery smooth; tough questions do not “rattle” student

Student composed; delivery fairly smooth; student only “rattled” once

Student delivery somewhat rough;   “rattled”

more than once

Student delivery rough; easily “rattled

Student constantly “rattled,” never able to relax

Appearance (x1)

Very professional appearance; clean, neat, well-groomed, properly dressed for interview

Clean & neat; well-groomed.   underdressed for interview

Fairly clean & neat; somewhat groomed; underdressed for interview

Some evidence of an attempt to be neat and clean, underdressed for interview

Appearance not professional