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iRubric: Writing Essay Assessment rubric

iRubric: Writing Essay Assessment rubric

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Writing Essay Assessment Writing Essay Assessment We can expect students to produce good writing only if they understand what good writing is. For example, a student writing a personal essay needs to know that personal essays express the writer’s thoughts and opinions, often incorporate personal anecdotes or experiences, and are usually written in a less formal style than a literary analysis or other form of essay. In an assessment situation, it is only fair for students to know how their work will be judged. Knowing the criteria for good writing will also help students evaluate and revise their own writing before it is submitted for teacher evaluation.When you give students the criteria, discuss what is expected of them. Student can receive a maximum of 12 points Rubric Code: BX9W62W By kripley Ready to use Public Rubric Subject: English Type: Assessment Grade Levels: 9-12

Writing Essay Assessment This is the Teacher's Assessment of Student work for their assignment.
	Non-Performance A paper in this category shows a Non-Performance of weakness in using the tools of language. It exhibits little to none of the following characteristics: 0 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: 1 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: 2 pts	Proficient A paper in this category shows an Profiecient command of the tools of language. It exhibits some or all of the following characteristics: 3 pts	Distinguished A essay paper in this category shows a distingusished command of the tools of language. It exhibits all of the following characteristics: 4 pts
Elaboration/Support/ Style 4 pts 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 details 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 than integrated into coherent flow • some details are irrelevant • few or no transitions • most sentences simple; overall style choppy • word choice adequate to convey meaning but few precise or vivid words	Proficient Student demonstrates each main idea supported by details, but details in some paragraphs may be sketchy/narrative details sufficient to flesh out events • all details related to topic • some details not used effectively • transitions used • varied sentence style • word choice adequate to convey meaning; some precise, vivid words	Distinguished Student demonstrates • each main idea supported by details/narrative brought to life by details • all details related to topic • choice of details effective • ideas/events related by effective transition words and phrases • varied sentence style • precise, interesting,
Focus/Organization 4 pts • 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 • focus on topic not sustained • no opening or closing • piece is not complete	Basic Student demonstrates • responds partially to the prompt but is off-target in some way • may not show evidence of attentiveness to audience • focus on topic not consistently sustained • some lack of distinction between main ideas and details • order of ideas not effective • may be no opening sentence; no attention to closing • piece seems incomplete	Proficient Student demonstrates • responds to the prompt • appropriate to the audience • focus not clear at every point • some main points underdeveloped • ideas may not be in the most effective order • an opening, but not necessarily focused or attention-getting; attempt at a closing • sense of completeness	Distinguished Student demonstrates • responds to the prompt • appropriate to the audience • single, distinct focus • generally well-developed ideas or narrative • logical flow of ideas or events • opening that draws in reader; effective closing • sense of completeness
Grammar, Usage, and Mechanics 4 pts • 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 number and type of errors obscure meaning • inadequate grasp of Standard American English • frequent errors in spelling, capitalization, and usage • many run-ons or fragments • serious and frequent punctuation errors	Basic Student demonstrates • number and type of errors may interfere with meaning at some points • weaknesses in command of Standard American English • some spelling, capitalization, or usage errors • some fragments or run-ons • some errors in punctuation	Proficient Student demonstrates • number and type of errors not sufficient to interfere with meaning • consistent command of Standard American English • few, if any, spelling, capitalization, or usage errors • competence in coordination and subordination	Distinguished Students demonstrates • sophisticated and consistent command of Standard English • free of spelling, capitalization, and usage errors • precise syntax; competence in coordination and subordination • few, if any, errors in punctuation
Engagement in the Writing Process 4 pts Writing is a process of steps, from the idea to the finished manuscript. Students will improve their writing as they increase their ability to complete each step in the process. An assessment of student writing that includes review and discussion of each step will help students understand what works in their writing and why it works.	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 The student * made a prewriting plan * discussed the draft with a partner or small group * contributed questions and suggestions	Basic The student * made a prewriting plan * discussed the draft with a partner or small group * contributed questions and suggestions	Proficient The student * made a prewriting plan * discussed the draft with a partner or small group * contributed questions and suggestions	Distinguished The student * made a prewriting plan * discussed the draft with a partner or small group * contributed questions and suggestions to other writers * revised the draft * proofread the final draft

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Writing Essay Assessment Evaluation

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English

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