iRubric: In-Class Essay Exam rubric

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In-Class Essay Exam

"Touching Spirit Bear" In-Class Essay Exam

General rubric to be used for in-class essay exams

Rubric Code: F776BB

By wiroi1

Ready to use

Public Rubric

Subject: English

Type: Exam

Grade Levels: 6-8

Essay Exam
	Excellent 25 pts	Good 22 pts	Average 18 pts	Poor 15 pts
Thesis/ Conclusion 20 %	Excellent Intro was thoughtful, organized, and gave an overview of the essay. The thesis was clearly stated and related to the question. The conclusion restated the thesis and summarized the main points.	Good The student created a thesis which directly answered the prompt and contained the main points of the essay. The student restated the thesis in the conclusion.	Average The student created a thesis which indirectly answered the prompt. The student used the same wording to write his or her thesis into the conclusion.	Poor The student didn't create a thesis. Or, the student's thesis in no way answered the prompt. The student didn't write a conclusion or restate the thesis.
Content 35 %	Excellent Ideas are intelligently developed throughout the essay. Body paragraphs begin with topic sentences which relate back to the thesis. Student stayed on topic developing his/her argument.	Good The student developed his or her ideas within the body paragraphs and stayed on topic answering the prompt.	Average The student somewhat developed his/her ideas within the body paragraphs but strayed off topic.	Poor The student didn't discuss the prompt or discussed some other topic.
Specific Examples 35 %	Excellent The student included very specific examples to support his/her argument.	Good The student included several specific examples, but one or two were somewhat general.	Average The student gave general evidence to support the thesis but few were specific.	Poor The student did not include enough examples to support the thesis.
Transitions/Mechanics/Timeline 10 %	Excellent The student included transitions between body paragraphs and edited the essay for grammar, punctuation and spelling mistakes. There are little to no errors.	Good The student edited his/her work for grammar, punctuation and spelling mistakes. Remaining errors did not affect the reader's ability to understand the argument.	Average The student made many mistakes in grammar, punctuation or spelling which were not corrected. These mistakes reduced the reader's ability to understand the student's argument.	Poor The student had too many grammar, punctuation or spelling mistakes to be able to understand his or her argument.