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Rubrics

Page history last edited by Wendy Rooney 6 years, 5 months ago

FrontPage

 

http://school.discoveryeducation.com/schrockguide/assess.html - Kathy Schrock Rubrics

 

http://www.rubrician.com/language.htm - Rubician Rubrics

 

 

http://www.readwritethink.org/files/resources/lesson_images/lesson782/Rubric.pdf - Writing Rubric

 

 http://www.teachervision.fen.com/reading-and-language-arts/rubrics/56445.html - Rubrics

 

 http://www.nald.ca/library/learning/btg/ed/evaluation/general.htm - Listening Rubric

 

http://www2.uwstout.edu/content/profdev/rubrics/middlelschresearchrubric.html - Research Project Rubric

 

http://www.ncsu.edu/midlink/rub.pres.html - Oral Presentation Rubric

 

 

 http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf - Oral Presentation Rubric

 

 

 http://www.ncsu.edu/midlink/rub.mmproj.htm - Multimedia Project

 

 

http://www.readwritethink.org/files/resources/lesson_images/lesson139/rubric.pdf - Think Aloud Rubric

 

 

 

 

 

 

Cooperative/Collaborative Learning Rubrics:

 

http://www.readwritethink.org/files/resources/lesson_images/lesson95/coop_rubric.pdf - Cooperative Learning Rubric

 

http://web.gccaz.edu/~mdinchak/101online_new/assignment4rubric.htm - Collaborative Group Report & Assessment Rubric for the Written Group Report

 

 

Writing 

 

 

http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf - Essay Rubric

 

 

 http://www.rcampus.com/rubricshowc.cfm?code=X65399&sp=true& - Expository Writing Rubric

 

http://www.exemplars.com/media/pdf/rubrics/narrative_rubric.pdf - Narrative  Writing Rubric

 

 http://www.readwritethink.org/files/resources/printouts/Persuasion%20Rubric.pdf - Persuasive Rubric

 

 http://www.readwritethink.org/files/resources/printouts/c_c%20rubric.pdf - Compare & Contrast Rubric

 

Expository Writing Rubric 

 

http://www.beaconlearningcenter.com/Documents/2964_3719.pdf - Expository Writing Rubric

 

 

 

 

 

 http://www.rcampus.com/rubricshowc.cfm?code=G65392&sp=true& - Fiction Story Elements Rubric

 

 

Student Name:

 

 

CATEGORY

Weight

 4

 3

 2

 1

Points Earned

 

 

Argument 

 

 

 

 

 

 

30

All ideas are expressed in a clear and organized fashion. It was easy to determine the writer’s position.

Most ideas are expressed in a clear manner, but the organization could have been better. It was easy to determine the writer’s position.

Some ideas were organized, but are not very clear. It took more than one reading to determine the writer’s position.

The letter seemed to be a collection of unrelated sentences. It was very difficult to determine the writer’s position.

S

T

 

Content Support

 

 

30

The letter contains at least 5 specific examples in support of the writer’s position.

The letter contains 4 specific examples in support of the writer’s position.

The letter contains 3 specific examples in support of the writer’s position.

The letter contains 2 specific examples in support of the writer’s position.

 

 

 

 

Sentences & Paragraphs

 

 

 

20

All sentences and paragraphs are complete, well-constructed and of varied structure.

Most sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.

Some sentences are complete and well-constructed. Paragraphing needs some work.

The letter contains sentence fragments or run-on sentences OR paragraphing needs lots of work.

 

 

 

Grammar & Spelling 

 

 

15

Writer makes no errors in grammar or spelling.

Writer makes 1-2 errors in grammar and/or spelling.

Writer makes 3-4 errors in grammar and/or spelling.

Writer makes more than 4 errors in grammar and/or spelling.

 

 

 

Format

 

5

Complies with all the requirements for a friendly letter.

Complies with almost all of the requirements for a friendly letter.

Complies with several of the requirements of a friendly letter.

Complies with less than 75% of the requirements for a friendly letter.

 

 

 

 

 

Performance Assessment: Literacy Middle School                                                                                          

Circle one:  Written    Oral                                            Task _____ _____________________________________________________________

                                                           

Teacher or External Evaluator (circle one) ______________________________________________            Date____________________________

 

Overall evaluation ___________________________  Signature _______________________________________________________________

 

09/08 

 

Performance Indicators

 

Outstanding

 

Good

 

Competent

 

Needs Revision

 

Ideas

 

Student demonstrates thoughtfulness and clarity in choice of topic or thesis.

Writing is focused and includes some of the big ideas associated with the topic/thesis.

Demonstrates innovation in approach to topic/thesis.

 

Student has selected an appropriate topic or thesis.

 

Writing is mostly focused and includes some of the big ideas associated with the topic/thesis.

 

 

 

Student has chosen from a list of suggested topics.

 

Writing may wander from the topic, but has some clarity about the overall purpose.

 

 

 

Student makes random selection of a topic.

 

Writing has no focus.

 

 

Elaboration

Includes variety of evidence and details.

Evidence and details are well integrated into the writing.

Includes evidence and details.

Evidence and details are used to support the main purpose of the writing.

 

Includes enough evidence and details to illustrate the topic.

 

Very little or no use of evidence and details.

 

Organization

Organization supports the main purpose of the writing.

There’s a clear and logical structure to the writing.

Organization supports the main purpose of the writing.

There’s a clear structure to the writing.

The main purpose of the writing is clear, though the organization may not always be focused.

 

Paper lacks any sense of organization or structure.

 

 

Voice, Tone & Fluency

Strong sense of individual’s voice in the writing.

Tone shows awareness of purpose and audience.

Style includes some sentences that are complex and compelling.

Sophisticated and varied word choice.

Writing has cadence & flow.

 

Some sense of individual voice in the writing.

Tone shows awareness of audience.

Style includes variety of sentence structures.

Varied word choice.

 

 

Tone shows awareness of audience.

Writing has consistency and coherence.

Sentence structure is coherent and does not detract from the main purpose of the writing.

 

No awareness of audience.

Inappropriate or incorrect use of language.

Errors in sentence structure detract from the meaning and purpose of the writing.

 

Conventions

Excellent use of conventions such as punctuation, capitalization, grammar, spelling.

Uses variety of approaches to paragraphing.

Uses transitions well to indicate shifts in ideas or background.

 

Correct use of conventions such as punctuation, capitalization, grammar, and spelling.

Uses paragraphs correctly.

Occasionally uses transitions indicate shifts in ideas or background.

 

Enough correctness of conventions so that meaning and purpose of writing are clear.

Some use of paragraphs.

 

 

Little evidence of conventions or paragraphs.

 

Performance Indicators

 

 

Outstanding

 

Good

 

Competent

 

Needs Revision

 

Process

 

Student successfully gathers and organizes information for writing.

Student develops and expands topic/thesis with supporting details.

Strong evidence of growth through the drafting process to revise.

Evidence of editing process.

 

Student gathers sufficient amount of information for writing.

Sufficient use of supporting details to expand writing.

Evidence of beginning to use the drafting process.

Sufficient evidence of editing process.

 

 

Student gathers some information for writing.

Some use of supporting details to expand writing.

Evidence of beginning to use the drafting process.

Some evidence of editing process.

 

 

Student begins writing without having gathered the necessary information.

No expansion of ideas through supporting details.

No evidence of a drafting process.

Paper lacks any attempt at editing.

 

 

For Oral Component Only

 

Communicates ideas clearly and in appropriate, sophisticated, and original way to audience.

Able to expand on ideas.

Presents complex, accurate, and substantive thinking in an organized way.

 

Communicates clearly and in appropriate and original way to audience.

Able to expand somewhat on ideas.

Presents accurate and substantive thinking in an organized way.

 

Communicates clearly in appropriate way to audience.

Able to expand somewhat on ideas.

Presents some substantive thinking in an organized way.

 

Neither clear nor appropriate for audience.

Does not expand on ideas.

Does not present accurate or substantive information.

Ideas not organized.

 

 

 

 

NJ ASK RUBRIC SCORING GUIDE FOR

READING OPEN-ENDED QUESTIONS

 

4-point response

 

- Clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/ opinion that links to or extends aspects of the text.

 

3-point response

 

- Demonstrates an understanding of the task, completes all requirements, and provides some explanation/ opinion using situations or ideas from the text as support.

 

2-point response

 

- May address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

 

1-point response

 

- Demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text.

 

0-point response

 

- Irrelevant or off- topic.

 

 

 

 

Grade 6:  Biography Rubric – Written Report

                             Criteria

Level 4

Level 3

Level 2

Level 1

The biography identifies why this person is important. 

The writing shows clear and thorough insight into the person’s character (motivations, opinions, personality traits, achievements and obstacles) and supports the writer’s choice of outstanding leader.

Information about the person’s character is evident which clearly support the writer’s choice of outstanding leader.

Information about the person’s character is provided which loosely connect to the writer’s choice of outstanding leader.

Limited information about the person’s character is provided which may not clearly connect, or only superficially connects, to the writer’s choice of outstanding leader.

The biography follows relevant and accurate events in chronological order.

Strong and insightful descriptions of accurate and relevant key facts, events and examples are given in logical order, which reveal the subject’s character.

Accurate and relevant key facts, events and/or examples are given in logical order, which reveal the subject’s character.

Key facts, events and/or examples are simplistic and loosely connected the subject’s character.  A logical order is somewhat maintained.

Facts, events and/or examples are limited and may not connect to the subject’s character.  Events are difficult to follow as a logical order has not been maintained.

The tone of the text is engaging and descriptive.

The tone of the text is thoughtful and clearly supports the writer’s purpose. The writer effectively maintains an engaging voice and provides a vivid portrait into the subject.

The tone of the text supports the writer’s purpose.  Primarily an engaging voice is used that provides an overall positive image of the subject.

The tone of the text is recognizable but lacks the depth that is necessary to support the writer’s purpose.

The tone of the text is lacking and may not support the writer’s purpose.

Grade-appropriate writing conventions are followed.

(This will be assessed prior to teacher editing.)

Spelling is generally correct, even on more difficult words and punctuation is accurate.  A thorough understanding and consistent application of capitalization skills are present.  Grammar is correct and contributes to clarity and style.  The biography is very close to being ready to publish.

Spelling is usually correct, but more difficult words are problematic.  End punctuation is usually correct; internal punctuation is sometimes missing/wrong.  Most words are capitalized correctly.  Problems with grammar are not serious enough to confuse meaning.  Moderate editing is required by the teacher to polish the text for publication.

Spelling errors are somewhat apparent.  Punctuation is sometimes missing or incorrect.  Capitalization errors are somewhat apparent.  Several errors in grammar are evident but do not usually affect meaning.  Some editing is required by the teacher to polish the text for publication.

Spelling errors are frequent, even on high frequency words.  Punctuation is often missing or incorrect.  Capitalization is random.  Errors in grammar are very noticeable, frequent, and affect meaning.  Extensive editing is required by the teacher to polish the text for publication.

 

 

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