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	[[file:thematicintographic2.jpg\|left\|300px\|]] Students who learn and understand the Thematic Generic Scoring Rubric will score higher on the Thematic Essay portion of the New York State Regents Exam since they will know what mistakes to avoid and what is expected in order to achieve the highest score of five (5).		[[file:thematicintographic2.jpg\|left\|300px\|]] Students who learn and understand the Thematic Generic Scoring Rubric will score higher on the Thematic Essay portion of the New York State Regents Exam since they will know what mistakes to avoid and what is expected in order to achieve the highest score of five (5).

	First, you should download your copy of the [http://www.~~mysocialstudiesteacher~~.~~com~~/wiki/images/d/d8/Revised_Thematic_Essay_Generic_Scoring_Rubric_-_New_2014-15_-_Fillable.pdf Thematic Generic Scoring Rubric]		First, you should download your copy of the [http://www.classroomexplorations.org/wiki/images/d/d8/Revised_Thematic_Essay_Generic_Scoring_Rubric_-_New_2014-15_-_Fillable.pdf Thematic Generic Scoring Rubric]

LearnSocialStudies_>Admin: /* Score of Zero (0) */

2017-11-04T13:17:14Z

Score of Zero (0)

← Older revision		Revision as of 08:17, 4 November 2017
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	[[file:thematicintographic2.jpg\|left\|300px\|]] Students who learn and understand the Thematic Generic Scoring Rubric will score higher on the Thematic Essay portion of the New York State Regents Exam since they will know what mistakes to avoid and what is expected in order to achieve the highest score of five (5).		[[file:thematicintographic2.jpg\|left\|300px\|]] Students who learn and understand the Thematic Generic Scoring Rubric will score higher on the Thematic Essay portion of the New York State Regents Exam since they will know what mistakes to avoid and what is expected in order to achieve the highest score of five (5).

	First, you should download your copy of the [http://www.~~classroomexplorations~~.~~org~~/wiki/images/d/d8/Revised_Thematic_Essay_Generic_Scoring_Rubric_-_New_2014-15_-_Fillable.pdf Thematic Generic Scoring Rubric]		First, you should download your copy of the [http://www.mysocialstudiesteacher.com/wiki/images/d/d8/Revised_Thematic_Essay_Generic_Scoring_Rubric_-_New_2014-15_-_Fillable.pdf Thematic Generic Scoring Rubric]

MainPage>Admin: /* Score of Zero (0) */

2017-11-04T13:17:14Z

Score of Zero (0)

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[[file:thematicintographic2.jpg|left|300px|]] Students who learn and understand the Thematic Generic Scoring Rubric will score higher on the Thematic Essay portion of the New York State Regents Exam since they will know what mistakes to avoid and what is expected in order to achieve the highest score of five (5).

First, you should download your copy of the [http://www.classroomexplorations.org/wiki/images/d/d8/Revised_Thematic_Essay_Generic_Scoring_Rubric_-_New_2014-15_-_Fillable.pdf Thematic Generic Scoring Rubric]

'''So what does the rubric say?'''

== Score of Zero (0) ==

{| class="wikitable" border="1"
|+ Thematic Essay Scoring Rubric
! Score!! Guidelines/Requirements/Reasons
|-
| Score of 0|| Fails to address the theme, is illegible, or is a blank paper
|}

In order to receive a score of zero (0), a student did not write an essay, or the scorer can't read it, or the essay is not about the theme. So, as you can see you may be able to achieve a score of at least a one (1) if you write something about the theme and start the task. An introduction copied from the historical context is ''not''a score of (1) and will be a score of (0).

== Score of One (1) ==

{| class="wikitable" border="1"
|+ Thematic Essay Scoring Rubric Guidelines
!Score of 1
|Shows a very limited understanding of the theme or problem
||Lacks an analysis or evaluation of the issues and events
||Attempts to complete the task, but demonstrates a major weakness in organization||Introduces little or no accurate or relevant facts, details, or examples
||Is a poorly organized essay, lacking focus||Fails to introduce or summarize the theme or problem
|-
|}

In order to receive a score of one (1), a student did not understand the theme or did not write an introduction or introduce the theme or the essay is not about the theme. So, as you can see you may be able to achieve a score of at least a one (1) if you write something about the theme and format it in an introductory paragraph and start the task. An introduction copied from the historical context is '''not''' a score of (1).

== Score of Two (2) ==

{| class="wikitable" border="1"
|+ Thematic Essay Scoring Rubric Guidelines
!Score of 2
|Shows a limited understanding of the theme or problem
||Attempts to address the task
||Develops a faulty analysis or evaluation of issues and events
||Includes few facts, examples, and details, and may include information that contains inaccuracies
||Is a poorly organized essay, lacking focus
||Fails to introduce or summarize the theme or problem
|-
|}

In order to receive a score of two (2), a student did understand the theme but has difficulties in addressing the task. That is, the parts of the task that needed to be explained. The student may have inaccuracies in their essay such as listing Adolf Hitler as a communist. One of the main reasons a student receives a score of two (2) is because they fail to add a conclusion. In order to receive a score of three (3) the student must have a general plan of organization which includes an introduction, body paragraphs, and a conclusion.

== Score of Three (3) ==

{| class="wikitable" border="1"
|+ Thematic Essay Scoring Rubric Guidelines
!Score of 3
|Presents a satisfactory understanding of the theme or problem
||Addresses most aspects of the task or addresses all aspects in a limited way
||Shows an ability to analyze or evaluate issues and events, but not in any depth
||Is a satisfactorily developed essay, demonstrating a general plan of organization
||Includes some facts, examples, and details
||Introduces the theme or problem by repeating the task and concludes by repeating the theme or problem
|-
|}

In order to receive a score of three (3), a student copied the theme as their introduction, and had a conclusion. The student must rewrite the theme in order to achieve a score of four (4). The student must also have written something about the task which is relevant (related to the task) and have some details. The student must have addressed or written something about most of the bullets in the task. If the task asks you to complete two of a topic, such as; ''write about two (2) empires and for each'', you must complete one. You must have a conclusion, without it you will only receive a score of two (2).

== Score of Four (4) ==

{| class="wikitable" border="1"
|+ Thematic Essay Scoring Rubric Guidelines
!Score of 4
|Shows a good understanding of the theme or problem
||Addresses all aspects of the task
||Shows an ability to analyze, evaluate, compare, and/or contrast issues and events
||Includes relevant facts, examples, and details, but may not support all aspects of the task evenly
||Is a well-developed essay, demonstrating a logical and clear plan of organization
||Includes the theme or problem by establishing a framework that is beyond a simple restatement of the theme and concludes with a summation of the theme or problem
|-
|}

In order to receive a score of four (4), a student did not copy the theme as their introduction, and rewrote it or summarized it. In order to receive a four (4), the student must ''go beyond a simple restatement of the theme''. The student must address '''ALL''' aspects of the task. Without rewriting the theme '''and''' addressing all of the task, the student would only receive a score of three (3). The student may address one aspect of the task very well, but may address the second part of the task not thoroughly.

== Score of Five (5) ==

{| class="wikitable" border="1"
|+ Thematic Essay Scoring Rubric Guidelines
!Score of 5
|Shows a thorough understanding of the theme or problem
||Addresses all aspects of the task
||Shows an ability to analyze, evaluate, compare, and/or contrast issues and events
||Richly supports essay with relevant facts, examples, and details
||Is a well-developed essay, consistently demonstrating a logical and clear plan of organization
||Includes the theme or problem by establishing a framework that is beyond a simple restatement of the theme and concludes with a summation of the theme or problem
|-
|}

In order to receive a score of five (5), a student would have all of the requirements for a score of four (4) and have a multitude (many) examples of evidence to support the theme and the task. The difference between a scoring a four (4) and scoring a five (5) is that the student must '''deeply''' analyze the theme.

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