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iRubric: TCAP - TN Writing Assessment rubric

iRubric: TCAP - TN Writing Assessment rubric

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TCAP - TN Writing Assessment 
Tennessee State Writing Assessment Rubric
Rubric Code: JX2WC3C
By jelockrow2
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

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100 %
  1

2.5 pts

2

3 pts

3

3.5 pts

4

4 pts

Development
30 %

1

In response to the task and the stimuli, the writing:
• utilizes mostly irrelevant or no evidence* from the stimuli, or mostly/only personal knowledge, to inadequately support the claim. Evidence is inaccurate or repetitive.
• inadequately or inaccurately explains the evidence provided; evidence and claim appear disconnected, demonstrating little understanding of the topic and the stimuli.
2

In response to the task and the stimuli, the writing:
• utilizes mostly relevant but insufficient evidence* from the stimuli to partially support the claim. Some evidence may be inaccurate or repetitive.
• explains some of the evidence provided, connecting some of the evidence to the claim and demonstrating only a partial understanding of the topic and the stimuli. There may be some level of inaccuracy in the explanation
3

In response to the task and the stimuli, the writing:
• utilizes relevant and sufficient evidence* from the stimuli to adequately support the claim.
• adequately and accurately explains and elaborates on the evidence provided, connecting the evidence to the claim and demonstrating a sufficient understanding of the topic and the stimuli.
4

In response to the task and the stimuli, the writing:
• utilizes well-chosen, relevant, and sufficient evidence* from the stimuli to insightfully support the claim.
• thoroughly and accurately explains and elaborates on the evidence provided, connecting the evidence to the claim and demonstrating a clear understanding of the topic and the stimuli.
Focus & Organization
30 %

1

In response to the task and the stimuli, the writing:
• contains no or an irrelevant introduction.
• states an unclear argument
• demonstrates an unclear organizational structure; ideas are hard to follow most of the time.
• fails to clarify relationships among claim, reasons, and evidence; concepts are unclear and/or there is a lack of focus.
• contains no or an irrelevant concluding statement or section.
2

In response to the task and the stimuli, the writing:
• contains a limited introduction.
• states a weak argument
• demonstrates an attempt to use organizational strategies to order some reasons and evidence, but ideas may be hard to follow at times.
• clarifies some relationships among claim, reasons, and evidence, but there are lapses in focus.
• contains a limited concluding statement or section.
3

In response to the task and the stimuli, the writing:
• contains a relevant introduction.
• states and maintains a clear argument
• utilizes adequate organizational strategies to logically order reasons and evidence
• clarifies most relationships among claim, reasons, and evidence, but there may be some gaps in cohesion.
• contains a relevant concluding statement or section.
4

In response to the task and the stimuli, the writing:
• contains an effective and relevant introduction
• states and maintains a clear and sophisticated argument
• utilizes effective organizational strategies to logically order reasons and evidence
• effectively clarifies relationships among claim, reasons, and evidence to create cohesion
• contains an effective and relevant concluding statement or section
Language
20 %

1

The writing:
• illustrates little to no use of precise language and domain-specific vocabulary.
• illustrates little to no syntactic variety.
• utilizes no or few transitional words and phrases.
• does not establish or maintain a formal style.
2

The writing:
• illustrates inconsistent command of precise language and domain-specific vocabulary.
• illustrates inconsistent command of syntactic variety.
• utilizes basic or repetitive transitional words and phrases.
• establishes but inconsistently maintains a formal style.
3

The writing:
• illustrates consistent command of precise language and domain-specific vocabulary appropriate to the task.
• illustrates consistent command of syntactic variety for meaning and reader interest.
• utilizes appropriate and varied transitional words and phrases.
• establishes and maintains a formal style.
4

The writing:
•Illustrates consistent and sophisticated command of precise language and domain-specific vocabulary appropriate to the task.
• Illustrates sophisticated command of syntactic variety for meaning and reader interest.
• Utilizes sophisticated and varied transitional words and phrases.
• effectively establishes and maintains a formal style.
Conventions
20 %

1

The writing:
• demonstrates limited command of grade-level conventions of standard written English.**
• contains numerous and repeated errors that seriously impede meaning.
2

The writing:
demonstrates inconsistent command of grade-level conventions of standard written English.**
• contains errors that may significantly interfere with meaning.
3

The writing:
• demonstrates consistent command of grade-level conventions of standard written English.**
• contains some minor and/or major errors, but the errors do not significantly interfere with meaning
4

The writing:
• demonstrates consistent and sophisticated command of grade level conventions of standard written English.**
• may contain a few minor errors that do not interfere with meaning.




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