Essay Scoring Rubric

Essay Scoring Rubric-28
There is a clear distinction between general observations and specifics. The reader feels a strong sense of interaction with the writer and senses the person behind the words. Sentences are strong and expressive with varied structure Writer's voice may emerge strongly on occasion, then retreat behind general, vague, tentative, or abstract language. The reader is informed, but must work at remaining engaged. Supporting details are relevant and explain the main idea. The writer shares some information, facts and experiences, but may show problems going from general observations to specifics. This is just a tool to keep in mind how the SAT Essays are being graded. Please reference this on your practice essays or when you are thinking about topics for the upcoming test.

The organization, elements of summaries, grammar, usage, mechanics, and spelling of a written piece are scored in this rubric.

Use this rubric to grade writing samples, essays, short passages, or journal entries.

Good scoring rubrics: Step 3: List the traits you'll assess when evaluating the project--in other words, ask: "What counts in my assessment of this work?

" Use nouns or noun phrases to name traits, and avoid evaluative language. Each trait should represent a key teachable attribute of the overall skill you're assessing.

Well-developed introduction engages the reader and creates interest. Thesis clearly states a significant and compelling position or belief.

Conclusion effectively wraps up and goes beyond restating the thesis.

clear and complete development of content; high level of fluency in expression (clarity); evidence of logical progression of ideas; mostly effective use of topic-related concepts to show knowledge of subject matter to support argument.flexibility in range; appropriate use of topic-related terms and other vocabulary in a variety of situations; mostly correct use of word forms and word choice; occasional wordiness or colloquialisms (informal English)Some required components are included; formatting guidelines for layout (headings), spacing, and alignment are sometimes followed.

3-4 problems in format and layout, but the assignment is easy to read.development of content adequate, but lacks clearly stated positions/argument or supporting information; some use of topic-related concepts to show knowledge of subject matter and to support argument; fluency of expression may be halting or awkwardadequate range; no precise use of subtle meanings displayed; topic-related terms only used occasionally; vocabulary sometimes used inappropriately; 3-4 instances of wordiness or colloquialisms (informal English); often incorrect use of word forms.generally adequately connected; presentation of ideas generally clear and coherent; cohesive devices (key words, pronouns, references, transitions, etc.) could be used more often, more effectively, or more accurately.development of content restricted; may be incomplete or unclear; little evidence of argument; little evidence of knowledge of subject matter (use of topic-related concepts) to support argument; lack of fluency in expressionnarrow range; many word form errors; topic-related terms and other vocabulary often used inappropriately; only basic and elementary meanings are conveyed; 5 or more instances of wordiness or colloquialisms (informal English).

Student Assessment Home | Assessment A–Z Directory | Contact Student Assessment This webpage contains STAAR resources for grades 4 and 7 writing, English I, English II, and English III assessments.

To see all available STAAR resources, visit the STAAR Resources webpage.

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