California Professional Development Institute Assessment Scoring Guide: Writing
Category | Point 5 | Point 4 | Point 3 | Point 2 | Point 1 |
Teacher Totals
|
Student Evaluation*
|
Difference in Scoring**
|
Organization | introduction establishes context, sets organizational stance | introduction establishes organizational stance | standard openings, closings | weak opening or closing | no clear organization or focus | |||
points connected, strong links | points connected | clear central point | may ramble, be repetitive | may exhibit simple, formulaic seguence without substance to fit | ||||
conclusions seem justified; do not repeat opening | conclusions seem justified | overall organization may be limited by rigid formula | ||||||
Development | insightful ideas developed with strong support | good ideas developed with supported information | good ideas, at least one developed and supported | limited number of ideas or one idea developed with few specific details |
may present one idea minimally developed
or |
|||
vivid details, specific examples | good use of details, specific examples | some use of specific detail | any references to text are merely mentioned, not developed | may offer no ideas, just listing of topics copied from the text | ||||
relevant references to text | relevant references to text | some appropriate references to text | ||||||
may include support from personal experience and knowledge | may include support from personal experience and knowledge | may include personal information as support, not always relevant | ||||||
Craft | extremely fluent with extensive, mature vocabulary | very fluent with mature vocabulary | fluent with adequate vocabulary | basic oral vocabulary | meaning may be obscured by weaknesses in sentence structures | |||
uses sentences of varying structure for dramatic and persuasive effect and to show relations between idea | uses a variety of sentence types effectively to show relations between ideas | shows some mastery of a variety of sentence structure | little variation in sentence types or structures | |||||
may use memorable and persuasive analogies, metaphors, or other figures of speech to elaborate on ideas | may use some analogies, metaphors, or other figuresof speech to support ideas | |||||||
Conventions | consistent application of standard writing conventions such as punctuation, capitalization, spelling and usage | fairly consistent application of standard writing conventions such as punctuation, capitalization, spelling and usage | somewhat uneven application of standard writing conventions such as punctuation, capitalization, spelling and usage | very inconsistent in application of standard writing conventions such as punctuation, capitalization, spelling and usage. | lacks control of standard writing conventions such as punctuation, capitalization, spelling and usage. |
Rubrics created by California Department of Education
*Student Evaluation is to be done on a separate form without knowledge of teacher assessment. Student will transfer their scores onto the teacher form before reflecting on the differences.
**Students will write a reflective essay describing the "differences in evaluation" with an emphasis on "how" and "why" they perceive that these differences occurred.
Created for the Fermilab
LInC program sponsored by Fermi National
Accelerator Laboratory Education Office
and Friends of Fermilab, and
funded by United States Department of Energy,
Illinois State Board of Education,
North Central Regional Technology in Education
Consortium which is operated by North Central
Regional Educational Laboratory (NCREL), and the National
Science Foundation.
Author(s): Editor David Tillay (vhsdtillay@hotmail.com)
School: Vallejo High School, Vallejo, Ca.
Created: February 15, 2001 - Updated: December 28, 2002
URL: /lincon/w01/projects/survivor/englishrubrics2.html