iRubric: SBAC Informative-Explanatory (GVHS) rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...

SBAC Informative-Explanatory (GVHS)

SBAC ARGUMENT (GVHS)

modified from SBAC rubrics; used for informative speech writing

Rubric Code: MC62CB

By tdcarp

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: 9-12

Informative-Explanatory Speech Writing, Grades 11-12
	4 4 pts	3 3 pts	2 2 pts	1 1 pts	0 0 pts
Statement of Purpose/Focus Enter description	4 The main idea is tightly focused, clearly stated, and strongly maintained: -main idea is introduced and communicated clearly within the context	3 The main idea is adequately focused and generally maintained: -main idea is introduced and communicated adequately -some loosely related material may be present	2 The main idea is somewhat sustained and may have a minor drift in focus: -main idea may be insufficiently sustained, unclear or somewhat unfocused	1 The main idea may be related to the purpose but may offer little relevant detail: -may be too brief -may have a major drift -may be confusing	0 A response gets no credit if it provides no evidence of the ability to keep the main idea fully sustained and consistently and purposefully focused
Organization Enter description	4 The speech follows a clear and effective outline from introduction to conclusion: -strong connections among ideas with transitions -logical flow of ideas from beginning to end -effective for audience and purpose	3 The speech has an evident outline from introduction to conclusion: -slightly inconsistent connection among ideas with adequate use of transitions -adequate flow of ideas from beginning to end -adequate for audience and purpose	2 The speech has an inconsistent outline and flaws are evident: -inconsistent connection among ideas and weak transitions -uneven flow of ideas from beginning to end -weak awareness of audience and purpose	1 The speech has little or no discernible use of an outline: -few if any connections among ideas -few or no transitional strategies are evident -frequent extraneous ideas may intrude	0 A response gets no credit if it provides no evidence of the ability to create a clear and effective organizational structure.
Elaboration of Evidence Enter description	4 The speech provides consistent citations, with thorough and convincing support & evidence for the main idea: -effective use of all sources, facts, and details -evidence from sources is smoothly integrated -sources and credit to authors consistenly cited	3 The speech provides adequate citations and support/evidence for the main idea: -adequate use of sources, facts, details -some evidence may not be relevant -citations may be general or imprecise	2 The speech provides uneven source citations and support/evidence for the main idea: -weak use of sources, facts, details -evidence is weakly integrated or irrelevant -citations, if present, are inconsistent	1 The speech provides little or no use of citations and minimal support/evidence for the main idea: -use of evidence from sources is minimal, absent, in error, or irrelevant	0 A response gets no credit if it provides no evidence of the ability to provide thorough and convincing support/evidence for the writer’s claim
Language & Vocab	4 The speech clearly and effectively expresses ideas, using precise language. -vocabulary is clearly appropriate for the audience and purpose	3 The speech adequately expresses ideas, employing a mix of precise with more general language. -vocabulary is generally appropriate for the audience and purpose	2 The speech expresses ideas unevenly, using simplistic language. -use of vocabulary that may at times be inappropriate for the audience and purpose	1 The expression of ideas is vague, lacks clarity, or is confusing. -limited use of specific vocabulary and may have little sense of audience and purpose	0 A response gets no credit if it provides no evidence of the ability to effectively express ideas, using precise language
Conventions	4 The outline and speech elements demonstrate a strong command of conventions. --few, if any, errors in punctuation, spelling, capitalization, and sentence forms	3 The outline and speech elements demonstrate adequate command of conventions. -some errors and adequate use of punctuation, spelling, capitalization, and sentence forms	2 The outline and speech elements demonstrate a partial command of conventions. -frequent errors and inconsistent use of punctuation, spelling, capitalization, and sentence structure	1 The outline and speech elements demonstrate a lack of command of conventions. --errors are frequent and severe and meaning is often obscure	0 A response gets no credit if it provides no evidence of the ability to demonstrates a strong command of conventions

Keywords:

SBAC, Informative, GVHS

Subjects:

English

Types:

Assessment

Discuss this rubric