Student Response Rubrics         
   
  read about the rubrics   
 

Highlighted Standard:  Content Standard - This standard will vary depending on the background knowledge required for the student respoonse.  The question items have been "mapped" to the appropriate standard for you to review. 

Score

4

3

2

1

NS

C
O
N
T
E
N
T
 
A
R
E
A
 

Student demonstrates background knowledge, and maintains it consistently and purposefully throughout the response:

- background knowledge of a topic is clearly stated, focused, and strongly maintained

- background knowldege of a topic is introduced and communicated clearly within the purpose, audience, and task                           

 

Student shows appropriate background knowledge of the subject:

- background knowledge of the topic is clear and mostly maintained, though some loosely related material may be present

 - overall background knowledge of the topic is adequate within the purpose, audience, and task

 

Student shows a somewhat sustained background knowledge of the subject:

- may include information that is correct and focused on the subject, but is insufficiently sustained

- background knowledge frequently goes from correct or incorrect, causing response to be unclear and/or somewhat unfocused                 

   

Student shows very little background knowledge of the subject:

- may be very brief - may have a major factual errors- focus may be confusing or ambiguous

Insufficient, illegible, in a language other than English, incoherent, off-topic, or off-purpose writing

 

 

Highlighted CC Standard:  Writing - Production and Distribution of Writing  

Score

4

3

2

1

NS

S
T
A
T
E
M
E
N
T

O
F

P
U
R
P
O
S
E

The response is fully sustained and consistently and purposefully focused:


- controlling idea or main idea of a topic is clearly stated, focused, and strongly maintained
- controlling idea or main idea of a topic is introduced and communicated clearly within the purpose, audience, and task                            


The response has a clear and effective organizational structure creating a sense of unity and completeness:


- consistent use of a variety of transitional strategies to clarify the relationships between and among ideas
- logical progression of ideas from beginning to end
- effective introduction and conclusion for audience and purpose

The response is adequately sustained and generally focused:


- controlling idea or main idea of a topic is clear and mostly maintained, though some loosely related material may be present
- some context for the controlling idea or main idea of the topic is adequate within the purpose, audience, and task


The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:


- adequate use of transitional strategies with some variety to clarify the relationships between and among ideas
- adequate progression of ideas from beginning to end
- adequate introduction and conclusion

The response is somewhat sustained and may have a minor drift in focus:


- may be clearly focused on the controlling or main idea, but is insufficiently sustained, or
- controlling idea or main idea may be unclear and/or somewhat unfocused                  


The response has an inconsistent organizational structure, and flaws are evident:


- inconsistent use of transitional strategies and/or little variety
- uneven progression of ideas from beginning to end
- conclusion and introduction, if present, are weak    

The response may be related to the topic but may provide little or no focus:


- may be very brief
- may have a major drift
- focus may be confusing or ambiguous


The response has little or no discernible organizational structure:


- few or no transitional strategies are evident

- requent extraneous ideas may intrude  

Insufficient, illegible, in a language other than English, incoherent, off-topic, or off-purpose writing

 

 

Highlighted CC Standard:  Reading Informational - Integration of Knowledge and Ideas

(the location of this standard may also be in Reading for Science/Technology or Reading for Social Studies/History)

Score

4

3

2

1

NS

E
V
I
D
E
N
C
E
 
 

The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details:


- use of evidence from sources is integrated, comprehensive, and relevant
- effective use of a variety of elaborative techniques


The response clearly and effectively expresses ideas, using precise language:


- use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details:


- some evidence from sources is included, though citations may be general or imprecise
- adequate use of some elaborative techniques


The response adequately expresses ideas, employing a mix of precise with more general language:


- use of domain-specific vocabulary is generally appropriate for the audience and purpose

The response provides uneven, cursory support/evidence for the controlling idea or main idea that includes partial or uneven use of sources, facts, and details:


- evidence from sources is weakly integrated, and citations, if present, are uneven
- weak or uneven use of elaborative techniques


The response expresses ideas unevenly, using simplistic language:


- use of domain-specific vocabulary that may at times be inappropriate for the audience and purpose

The response provides minimal support/evidence for the controlling idea or main idea that includes little or no use of sources, facts, and details:


- use of evidence from the source material is minimal, absent, incorrect, or irrelevant


The response’s expression of ideas is vague, lacks clarity, or is confusing:


- uses limited language or domain-specific vocabulary
- may have little sense of audience and purpose

Insufficient, illegible, in a language other than English, incoherent, off-topic, or off-purpose writing

 

 

Highlighted CC Standard:  Language - Conventions of Standard English 

Score

2

1

NS

C
O
N
V
E
N
T
I
O
N
S

The response demonstrates an adequate command of conventions:

-- errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed and meaning is not obscured

-- adequate use of punctuation, capitalization, and spelling

 

The response demonstrates a partial command of conventions:

-- errors in usage may obscure meaning

-- inconsistent use of punctuation, capitalization, and spelling

 

Insufficient, illegible, in a language other than English, incoherent, off-topic, or off-purpose writing