Student Learning Assessment Rubrics

School of Theology and Religious Studies

Rubric for STB level Comprehensive Examinations

General Note: At the STB level, comprehensive examinations test the student’s mastery of a certain area of study without the assumption that s/he will be able to contribute to the growth of that area, as would be expected of a doctoral student or an STL student. STB. comprehensive examinations are generally based on the required courses as well as the reading list for the degree and are formulated by the Ecclesiastical degrees committee. The required courses and the reading list should be such that the mastery of its contents will constitute adequate knowledge of a broad range of theological issues to merit the degree in keeping with the standards of the Vatican.

Level
Exceeding Expectations
(3pts) / Meeting Expectations
(2pts) / Below Expectations
(1pt)
Addresses the Questions / Essay shows that student understood the terms of the questions and addressed all points adequately with no part of answers going off-topic. Essay shows that student understands larger contexts in which the questions can be framed. / Essays address the points of the questions with minimal or no off-topic parts. Essay shows that student understood the terms of the questions and addressed all points. / Essay fails to address the points raised in the questions, or answers contain significant amounts of irrelevant material. Essay fails to maintain focus on the points of the questions. Essay misconstrues the question’s intent.
Mastery of Content / Shows real mastery of the contents of material on reading list and others not on list. Can cite facts and arguments from reading list material accurately and in detail. Student is able to critique sources when appropriate. / Student shows a good familiarity with the contents of the material on the reading list, and is able to cite data and arguments from various sources accurately. / Student shows only rudimentary familiarity with material from reading list. Cites data and arguments either incorrectly from individual works or gives only vague and general exposition of their content with no detail.
Mechanics / No or minimal errors in grammar, spelling, and punctuation. / Essays contain a level of spelling, punctuation, and grammatical errors consistent with writing that must be done within severe time constraints. / Essays contain multiple errors in spelling, punctuation, and grammar.
Clarity / Essays are organized clearly and material is presented in logical order. Vocabulary, including technical vocabulary from the field, is used accurately. Essays show signs of having been outlined before student began writing. / Essays are organized clearly and the arguments flow logically. Student uses technical vocabulary accurately. / Essays are written haphazardly with no indication of prior outlining. Essays display some non sequiturs and abrupt changes of topic, and it is not always clear why facts and arguments are presented in the order in which they appear. Technical vocabulary of the field used minimally and/or incorrectly.
Critical Thinking / Essays go beyond using material from reading list to answer the question at hand. Student goes beyond the terms of the question to place issues in larger context. Juxtaposes relevant data from reading materials in order to generate new insights and shed light on the question from multiple angles. / Essays answer the questions adequately and use relevant citations and arguments from reading list sources, but do not go much beyond the questions or raise larger issues. / Essays show minimal or no ability to bring relevant data and citations to bear on points being argued. Essays fail to juxtapose details from sources in any meaningful way. Student shows minimal or no comprehension of the point of the question under discussion.

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