NEW DYB GRADING 2019

On Grading

Range of scores should be from 5 to 9

except for Word Spelling and Structure
Part
On Grading

Range of scores should be from 5 to 9

We can give a score of 1 IF parts are

missing (e.g. no introduction)
On Grading

Range of scores should be from 5 to 9

We can give a score of 1 IF parts are

missing (e.g. no introduction)

Grades should range from 60 to 85

On Grading
On Grading
(Vocabulary)
On Grading
(Vocabulary)
Word Spelling

NOTE: If one word is misspelled

throughout the essay, consider it as
1 mistake (e.g. bieuty, beaty, beauti
= 1 error)
On Grading
(Vocabulary)
Word Spelling

NOTE: If one word is misspelled

throughout the essay, consider it as
1 mistake (e.g. bieuty, beaty, beauti
= 1 error)

9 No spelling errors

8 1 or 3 spelling errors

7 4 to 7 spelling errors

6 8 to 9 spelling errors

5 10 + spelling errors
On Grading
(Vocabulary)
Difficulty Level Used

• Refers to word difficulty

• Be a bit more lenient in this criterion
On Grading
(Vocabulary)
Difficulty Level Used

• Refers to word difficulty

• Be a bit more lenient in this criterion

Used uncommon/technical
9
terms
Used conventional vocabulary,
8 with a few uncommon words
here and there

7 Conventional vocabulary

Most words used are one

6 syllable words like ‘good’, ‘cute’,
‘like’, and so on, simple words

5 -
On Grading
(Vocabulary)
Appropriate Word Usage

• Refers to word choice

• Do not confuse this with
grammatical error or word
spelling.

Ex. If the student wrote, “This test is

used to gauge the children’s patient,”
his or her grade on Appropriate Word
Usage should be lowered since it is
inaccurate for the given context. The
right word is “patience.”
On Grading
(Vocabulary)
Appropriate Word Usage

• Refers to word choice

• Do not confuse this with
grammatical error or word
spelling.

9 Perfect word choices

8 1 to 3 word choice errors

7 3 to 5 word choice errors

6 6 to 9 word choice errors

Peppered with word

5
choice errors
On Grading
(Sentence)
On Grading
(Sentence)
Grammatical Errors

• Same errors should be

considered as one (e.g. errors in
preposition = 1 error)
On Grading
(Sentence)
Grammatical Errors

• Same errors should be

considered as one (e.g. errors in
preposition = 1 error)

9 No errors (rarely happens)

8 Violated 1 grammar rule

7 Violated 2 grammar rules

6 Violated 3 grammar rules

5 Violated 4+ grammar rules

On Grading
(Sentence)
Level of Sentence Structure
& Construction

• Refers to errors in spacing,

capitalization, contractions, word
order, and punctuation
• You may also mark this item down if
students have no sentence variety (i.e.
almost all simple sentences)
On Grading
(Sentence)
Level of Sentence Structure
& Construction

• Refers to errors in spacing,

capitalization, contractions, word
order, and punctuation
• You may also mark this item down if
students have no sentence variety (i.e.
almost all simple sentences)

9 No errors (rarely happens)

8 1 to 3 errors

7 3 to 5 errors

6 6 to 9 errors

5 Peppered with errors

On Grading
(Structure)
On Grading
(Structure)

If the essay is unstructured or in

block form, the highest score
you can give in Introduction,
Body, and Conclusion is 7.
On Grading
(Structure)
Example:

During the Middle Ages there was a social system called feudalism. If i lived in the
Middle Ages I would be a queen. The first reason I would be a queen in feudal society
is because,they are king's wife. A queen also helps king and share power. I think
people think I am very rich and great. In addition, being a queen would be not hard. If Essay in block form
I was a queen I would very rich my country. I would treat people very rich,and give
lots of many much to citizens. In conclusion if I lived in the Middle Ages I would be a
queen.because,they are kings wife and helps ling also have share power. I think being
a queen is the best role in the feudal system.

Example:

If I lived in the middle ages I would be a king.

The first reson I would be a king in feudal society is because they have lots of power.
A king also rule country, get lots of money and own all land.
I think people are am rich.
In addition, being a king would be good.
Unstructured essay If I was a nice give them lots of land. I would ruled the country.
I would treat people very nice give them lots of land.
In conclution, if I lived in the middle ages.
I would be a king, because king lots of power, rule country, and have many money.
I think being a king is best role in the fevolal system.
On Grading
(Structure)
Completion/Organization of
Introduction

• Usually consists of a hook, background

information, thesis statement, and reasons.

Features

General Statement

Thesis Statement

Reasons
On Grading
(Structure)
Completion/Organization of
Introduction

10 General Statement/s, Thesis Statement, and

Reasons (complete and compelling, in paragraph
form)
9 General Statement/s with Thesis Statement

8 General Statement/s or Thesis statement only

7 Unstructured/Block

6 Incomplete thesis (e.g. “I agree with this topic.”)

1 No introduction
On Grading
(Structure)
Completion/Organization of Body

• Body paragraphs usually start with transition

words, like “first,” “second,” and so on.

• Topic sentences and concluding sentences in each

paragraph are usually repeated. This is allowed.

Features

Topic Sentences

Examples

Mini Concluding Statements

On Grading
(Structure)
Completion/Organization of Body

10 2 to 3 body paragraphs with Topic Sentences,

sufficient and varied Examples, and Mini
Concluding Statements (in paragraph form)
9 2 to 3 body paragraphs with Topic Sentences,
some Examples, and Mini Concluding
Statements (in paragraph form)
8 2 to 3 body paragraphs with Topic Sentences,
very few Examples, and Mini Concluding
Statements (in paragraph form)
7 Unstructured/Block

6 Topic Sentences Only

1 No body paragraphs
On Grading
(Structure)
Completion/Organization of Conclusion

• Similar structure with Introduction

•Thesis statement is usually reiterated, and a short
summary of the main points is expected

Features

Thesis Repetition

Summary

Additional Idea Development

(Objective)
Personal Value Recognition on Thesis
Statement (Subjective)
On Grading
(Structure)
Completion/Organization of Conclusion

10 Thesis Statement, Paraphrased

Statements, and two or more
Additional Development (in
paragraph form)
9 Thesis Statement, Paraphrased
Statements and one Additional
Development (in paragraph form)
8 Thesis statement only or Additional
Development Only
7 Unstructured/Block

6 Incomplete thesis (e.g. “I agree

with this topic.”)
1 No conclusion
On Grading
(Content)
On Grading
(Content)

Grading in Content is slightly

more subjective since we are
looking at quality.

The scores are up to the

editor, but there are
guidelines to follow.
On Grading
(Content)
Thesis/Supports/Topics/Example
s/Summary

How well the student answered the

topic, presented the ideas, and
summarized it in the conclusion
On Grading
(Content)
Thesis/Supports/Topics/Example
s/Summary

How well the student answered the

topic, presented the ideas, and
summarized it in the conclusion
Student presented a clear thesis,
answered the topic well,
8 or 9 presented examples, and
summarized the main points in the
conclusion

Student at least tried to discuss his

6 or 7
or her premises

Student only presented topic

5 sentences, and did not discuss at
all.
On Grading
(Content)
Logical Flow/Idea
Coherence/Relevance

How consistent and relevant the ideas

are, and how smooth the transition is
from one idea to the next
On Grading
(Content)
Logical Flow/Idea
Coherence/Relevance

How consistent and relevant the ideas

are, and how smooth the transition is
from one idea to the next

Student used proper transition

words, and all the details are
9 or 10
coherent and consistent with his or
her main idea

There are some lapses in reasoning

7or 8
or some ideas are irrelevant

6 Almost all ideas are cluttered

On Grading
(Content)
Accuracy & Authenticity of
Knowledge Applied

Refers to whether or not the student

used relevant examples or references
to support his or her ideas
On Grading
(Content)
Accuracy & Authenticity of
Knowledge Applied

Refers to whether or not the student

used relevant examples or references
to support his or her ideas

Student used relevant sources or

10 used many examples based on
experience

There is a limited variety of

8 or 9
sources or examples used

Student did not cite sources or

6 or 7
give examples
On Grading
(Content)
Sentence Clarity / Ambiguity

Refers to whether or not the main

point can be understood despite
errors in grammar or sentence
structure
On Grading
(Content)
Sentence Clarity / Ambiguity

Refers to whether or not the main

point can be understood despite
errors in grammar or sentence
structure

The ideas presented in the essay

8 or 9
is clear even with the errors

6 or 7 The essay is hard to understand

The essay is gibberish or

incoherent, and if the student
5
used Korean characters (Hangeul,
80% of the essay)
On Grading
(Content)
Critical Thinking

How well the student developed his

or her ideas
On Grading
(Content)
Critical Thinking

How well the student developed his

or her ideas

The arguments are well

8 or 9
developed

Some ideas are not explained

6 or 7
well

5 The discussions are vague

On Grading
(Content)
Rephrased Expressions

Refers to redundancy of word choices

and supporting details
On Grading
(Content)
Rephrased Expressions

Refers to redundancy of word choices

and supporting details

The student’s ideas are varied,

and this arguments are rephrased
8 or 9
in the Introduction and
Conclusion.

The student repeated some of his

6 or 7 arguments and nouns/words
used.

Most of the statements or details

5
are redundant.
On Grading
(Content)
Overall Comprehension

How well the student understood the

given topic/essay question
On Grading
(Content)
Overall Comprehension

How well the student understood the

given topic/essay question

The student discussed all his

9 arguments clearly and
thoroughly

The arguments answer the

7 or 8 given essay question, but lack
sufficient discussion

Some of the arguments do not

6
address the given topic

5 The essay is slightly off-topic