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iRubric: Exemplum Writing Assessment rubric

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Exemplum Writing Assessment 
Writing Essay Assessment
Students will write a "tale" in the style of Chaucer's Canterbury Tales.
Rubric Code: P9B4W4
By jennester
Ready to use
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Writing Essay Assessment
  Non-Performance

A paper in this category shows a Non-Performance of weakness in using<BR>
the tools of language. It exhibits little to none of the following characteristics:

12 pts

Below Expectations

A paper in this category shows a Below Expectations command of the tools of language. It exhibits some or all of the following characteristics:

15 pts

Basic

A paper in this category shows a Basic command of the tools of
language. It exhibits some or all of the
following characteristics:

17 pts

Proficient

A paper in this category shows a
Profiecient command of the tools of<BR>
language. It exhibits some or all of<BR>
the following characteristics:

20 pts

Distinguished

A essay paper in this category shows a distingusished
command of the tools of<BR>
language. It exhibits all of<BR>
the following characteristics:

25 pts

Elaboration/Support/ Style

Elaboration/Support/Style
• The opening engages the reader’s attention.
• All details are clearly related to the topic.
• Details are sufficient and appropriate.
•Word choice enhances the writing.
• Effective transition words are used.
Non-Performance

Student failed to demonstrate
• it does not respond to the type of writing the prompt is intended to elicit.
• it cannot be read because it is illegible.
Below Expectations

Student demonstrates
• half or more of main ideas not supported by details
• half or more detail may be irrelevant
• no transitions
• sentence style choppy
• vocabulary limited
Basic

Student demonstrates
uneven development/narrative details
sketchy
• details may appear to be listed rather<BR>
than integrated into coherent flow<BR>
• some details are irrelevant<BR>
• few or no transitions<BR>
• most sentences simple; overall style<BR>
choppy<BR>
• word choice adequate to convey<BR>
meaning but few precise or vivid words
Proficient

Student demonstrates<BR>
each main idea supported by<BR>
details, but details in some paragraphs<BR>
may be sketchy/narrative<BR>
details sufficient to flesh out events<BR>
• all details related to topic<BR>
• some details not used effectively<BR>
• transitions used<BR>
• varied sentence style<BR>
• word choice adequate to convey<BR>
meaning; some precise, vivid words
Distinguished

Student demonstrates<BR>
• each main idea supported by<BR>
details/narrative brought to life by<BR>
details<BR>
• all details related to topic<BR>
• choice of details effective<BR>
• ideas/events related by effective<BR>
transition words and phrases<BR>
• varied sentence style<BR>
• precise, interesting,
Focus/Organization

• The main idea or story sequence is clear.
• The piece fulfills its purpose and is appropriate to its intended audience.
• Ideas or events are presented in an effective order.
• The writing has unity and coherence.
Non-Performance

Student failed to demonstrate
• it does not respond to the type of writing the prompt is intended to elicit.
• it cannot be read because it is illegible.
• it consists of lists, notes, or drawings rather than sentences and paragraphs.
• the amount of writing is too minimal to be evaluated.
Below Expectations

Student demonstrates
• evidence of attempt to respond to
prompt
• no evidence of attentiveness to
audience<BR>
• focus on topic not sustained<BR>
• no opening or closing<BR>
• piece is not complete
Basic

Student demonstrates<BR>
• responds partially to the prompt but is<BR>
off-target in some way<BR>
• may not show evidence of attentiveness<BR>
to audience<BR>
• focus on topic not consistently<BR>
sustained<BR>
• some lack of distinction between main<BR>
ideas and details<BR>
• order of ideas not effective<BR>
• may be no opening sentence; no<BR>
attention to closin
Proficient

Student demonstrates<BR>
• responds to the prompt<BR>
• appropriate to the audience<BR>
• focus not clear at every point<BR>
• some main points underdeveloped<BR>
• ideas may not be in the most<BR>
effective order<BR>
• an opening, but not necessarily<BR>
focused or attention-getting;<BR>
attempt at a closing<BR>
• sense of completeness
Distinguished

Student demonstrates<BR>
• responds to the prompt<BR>
• appropriate to the audience<BR>
• single, distinct focus<BR>
• generally well-developed ideas or<BR>
narrative<BR>
• logical flow of ideas or events<BR>
• opening that draws in reader;<BR>
effective closing<BR>
• sense of completeness
Grammar, Usage, and Mechanics

• The writing is free of misspellings, and words are capitalized correctly.
• Sentences are punctuated correctly, and the
piece is free of fragments and run-ons.
• Standard English usage is employed.
• The paper is neat, legible, and presented in an
appropriate format.
Non-Performance

Student failed to demonstrate
• it does not respond to the type of writing the prompt is intended to elicit.
• it cannot be read because it is illegible.
Below Expectations

Student demonstrates<BR>
number and type of errors obscure<BR>
meaning<BR>
• inadequate grasp of Standard<BR>
American English<BR>
• frequent errors in spelling, capitalization,<BR>
and usage<BR>
• many run-ons or fragments<BR>
• serious and frequent punctuation<BR>
errors
Basic

Student demonstrates<BR>
• number and type of errors may interfere<BR>
with meaning at some points<BR>
• weaknesses in command of Standard<BR>
American English<BR>
• some spelling, capitalization, or usage<BR>
errors<BR>
• some fragments or run-ons<BR>
• some errors in punctuation
Proficient

Student demonstrates<BR>
• number and type of errors not sufficient<BR>
to interfere with meaning<BR>
• consistent command of Standard<BR>
American English<BR>
• few, if any, spelling, capitalization,<BR>
or usage errors<BR>
• competence in coordination and<BR>
subordination
Distinguished

Students demonstrates<BR>
• sophisticated and consistent command<BR>
of Standard English<BR>
• free of spelling, capitalization, and<BR>
usage errors<BR>
• precise syntax; competence in coordination<BR>
and subordination<BR>
• few, if any, errors in punctuation
Engagement in the Writing Process

Writing is a process of steps, from the idea<BR>
to the finished manuscript. Students will improve<BR>
their writing as they increase their ability to complete<BR>
each step in the process. An assessment of student<BR>
writing that includes review and discussion of each<BR>
step will help students understand what works in<BR>
their writing and why it works.
Non-Performance

Student failed to demonstrate<BR>
• it does not<BR>
respond to the<BR>
type of writing<BR>
the prompt is<BR>
intended to elicit.<BR>
• it cannot be<BR>
read because it<BR>
is illegible.
Below Expectations

The student<BR>
* made a prewriting plan<BR>
* discussed the draft with a partner<BR>
or small group<BR>
* contributed questions and suggestions
Basic

The student<BR>
* made a prewriting plan<BR>
* discussed the draft with a partner<BR>
or small group<BR>
* contributed questions and suggestions
Proficient

The student<BR>
* made a prewriting plan<BR>
* discussed the draft with a partner<BR>
or small group<BR>
* contributed questions and suggestions
Distinguished

The student<BR>
* made a prewriting plan<BR>
* discussed the draft with a partner<BR>
or small group<BR>
* contributed questions and suggestions<BR>
to other writers<BR>
* revised the draft<BR>
* proofread the final draft



Keywords:
  • Writing Essay Assessment Evaluation

Subjects:


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