Reflection on History Essay Rubric
This rubric was created after the completion of a timed write essay. To begin, each person had to create their own rubrics to rate each essay on a scale of one to nine, nine being the best and one the worst. Everybody had about ten minutes to jot down what their ideas as to what an essay needed to be considered a nine or an eight, a seven or a six, a five or a four, and a three, two, or one. After ten minutes passed, groups of four were made with people at each table to share one another’s ideas and add their prerequisites to their own lists. About ten more minutes later, the whole class had a discussion on what they thought was needed for each essay grade, in which more ideas were added to everybody’s paper.
What I learned from the creation of this rubric was what I should try to avoid being vague, yet including the right information in my essays; it also made me realize that in my papers, I needed to experience a mass overhaul in quality of information. I disliked only having ten minutes to develop my ideas; during the group discussions, ten minutes passed by quite hastily, so we were not able to fully indulge in our ideas. I would make a change in this assignment in giving more time to discuss our rubric ideas because ten minutes is not enough time.
This proves my mastery of this ESLR because the first part or the work proves I can work independently and the second part proves I can work in a group to complete tasks. As seen by the artifact, I was also able to use my resources to produce a quality rubric.