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PARCC Assessment Rubric 
PARCC Assessment Rubric
Rubric Code: CX66228
By marchuleta
Draft
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 6-8

Powered by iRubric The Outsiders Summative Assessment
  Exceeding Standards

4 pts

Meeting Standards

3 pts

Approaching Standards

2 pts

Far Below Standards

1 pts


0 pts

Reading Comprehension of Key Ideas

Exceeding Standards

The student response
provides an accurate
analysis of what the
text says explicitly
and inferentially and
cites convincing
textual evidence to
support the analysis,
showing full
comprehension of
complex ideas
expressed in the
text(s).
Meeting Standards

The student response
provides an accurate
analysis of what the
text says explicitly and
inferentially and cites
textual evidence to
support the analysis,
showing extensive
comprehension of
ideas expressed in the
text(s).
Approaching Standards

The student
response provides a
mostly accurate
analysis of what the
text says explicitly or
inferentially and cited
textual evidence,
shows a basic
comprehension of
ideas expressed in
the text(s).
Far Below Standards

The student
response provides a
minimally accurate
analysis of what the
text says and cited
textual evidence,
shows limited
comprehension of
ideas expressed in
the text(s).
0

The student response
provides an
inaccurate analysis or
no analysis of the
text, showing little to
no comprehension of
ideas expressed in
the text(s).
Development of Ideas

Exceeding Standards

The student response
addresses the prompt
and provides
effective and
comprehensive
development of the
claim, topic and/or
narrative elements1
by using clear and
convincing reasoning,
details, text-based
evidence, and/or
description; the
development is
consistently
appropriate to the
task, purpose, and
audience.
Meeting Standards

The student response
addresses the prompt
and provides effective
development of the
claim, topic and/or
narrative elements1 by
using clear reasoning,
details, text-based
evidence, and/or
description; the
development is largely
appropriate to the task,
purpose, and
audience.
Approaching Standards

The student
response addresses
the prompt and
provides some
development of the
claim, topic and/or
narrative elements1
by using some
reasoning, details,
text-based evidence,
and/or description;
the development is
somewhat
appropriate to the
task, purpose, and
audience.
Far Below Standards

The student
response addresses
the prompt and
develops the claim,
topic and/or narrative
elements1 minimally
by using limited
reasoning, details,
text-based evidence
and/or description;
the development is
limited in its
appropriateness to
the task, purpose,
and/or audience.
0

The student response
is underdeveloped
and therefore
inappropriate to the
task, purpose, and/or
audience.
Organization

Exceeding Standards

The student response
demonstrates
purposeful
coherence, clarity,
and cohesion2 and
includes a strong
introduction,
conclusion, and a
logical, well-executed
progression of ideas,
making it easy to
follow the writer’s
progression of ideas.
Meeting Standards

The student response
demonstrates a great
deal of coherence,
clarity, and cohesion2,
and includes an
introduction,
conclusion, and a
logical progression of
ideas, making it fairly
easy to follow the
writer’s progression of ideas.
Approaching Standards

The student
response
demonstrates some
coherence, clarity,
and/or cohesion2,
and includes an
introduction,
conclusion, and
logically grouped
ideas, making the
writer’s progression
of ideas usually
discernible but not
obvious.
Far Below Standards

The student
response
demonstrates limited
coherence, clarity,
and/or cohesion2,
making the writer’s
progression of ideas
somewhat unclear.
0

The student response
demonstrates a lack
of coherence, clarity
and cohesion.
Clarity of Language

Exceeding Standards

The student response
establishes and
maintains an effective
style, while attending
to the norms and
conventions of the
discipline. The
response uses
precise language
consistently,
including descriptive
words and phrases,
sensory details,
linking and
transitional words,
words to indicate
tone3, and/or domain-specific
vocabulary.
Meeting Standards

The student response
establishes and
maintains an effective
style, while attending to
the norms and
conventions of the
discipline. The
response uses mostly
precise language,
including descriptive
words and phrases,
sensory details, linking
and transitional words,
words to indicate tone,and/or domain-specific vocabulary.
Approaching Standards

The student
response establishes
and maintains a
mostly effective style,
while attending to the
norms and
conventions of the
discipline. The
response uses some
precise language,
including descriptive
words and phrases,
sensory details,
linking and
transitional words,
words to indicate
tone3 and/or domain-specific
vocabulary.
Far Below Standards

The student
response has a style
that has limited
effectiveness, with
limited awareness of
the norms of the
discipline. The
response includes
limited descriptions,
sensory details,
linking or transitional
words, words to
indicate tone3, or
domain-specific
vocabulary.
0

The student response
has an inappropriate
style. The student
writing shows little to
no awareness of the
norms of the
discipline. The
response includes
little to no precise
language.
Knowledge of Language & Conventions

Exceeding Standards

The student response
demonstrates
command of the
conventions of
standard English
consistent with
effectively edited
writing. Though there
may be a few minor
errors in grammar
and usage, meaning
is clear throughout
the response.
Meeting Standards

The student response
demonstrates
command of the
conventions of
standard English
consistent with edited
writing. There may be
a few distracting errors
in grammar and usage,
but meaning is clear.
Approaching Standards

The student
response
demonstrates
inconsistent
command of the
conventions of
standard English.
There are a few
patterns of errors in
grammar and usage
that may occasionally
impede
understanding.
Far Below Standards

The student
response
demonstrates limited
command of the
conventions of
standard English.
There are multiple
errors in grammar
and usage
demonstrating
minimal control over
language. There are
multiple distracting
errors in grammar
and usage that
sometimes impede
understanding.
0

The student response
demonstrates little to
no command of the
conventions of
standard English.
There are frequent
and varied errors in
grammar and usage,
demonstrating little or
no control over
language. There are
frequent distracting
errors in grammar
and usage that often
impede
understanding.




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