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iRubric: SBAC ARGUMENT (GVHS) rubric

iRubric: SBAC ARGUMENT (GVHS) rubric

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SBAC ARGUMENT (GVHS) 
Smarter Balanced Assessment Consortium's Argumentative Writing Rubric (Green Valley High)
Rubric Code: PCX968
By cheerluvr707
Ready to use
Public Rubric
Subject: English  
Type: Assessment  
Grade Levels: 9-12

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  4

4 pts

3

3 pts

2

2 pts

1

1 pts

0

0 pts

Statement of Purpose/Focus

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4

The response is fully sustained and consistently and purposefully focused:
--claim is clearly stated, focused and strongly maintained
--alternate or opposing claims are clearly addressed*
--claim is introduced and communicated clearly within the context
3

The response is adequately sustained and generally focused:
--claim is clear and for the most part maintained, though some loosely related material may be present
--context provided for the claim is adequate
2

The response is somewhat sustained and may have a minor drift in focus:
--may be clearly focused on the claim but is insufficiently sustained
--claim on the issue may be somewhat unclear and unfocused
1

The response may be related to the purpose but may offer little relevant detail:
--may be very brief
--may have a major drift
--claim may be confusing or ambiguous
0

A response gets no credit if it provides no evidence of the ability to keep the response fully sustained and consistently and purposefully focused
Organization

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4

The response has a clear and effective organizational structure creating unity and completeness:
--effective, consistent use of a variety of transitional strategies
--logical progression of ideas from beginning to end
--effective introduction and conclusion for audience and purpose
--strong connections among ideas, with some syntactic variety
3

The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:
--adequate use of transitional strategies with some variety
--adequate progression of ideas from beginning to end
--adequate introduction and conclusion
--adequate, if slightly inconsistent, connection among ideas
2

The response has an inconsistent organizational structure, and flaws are evident:
--inconsistent use of basic transitional strategies with little variety
--uneven progression of ideas from beginning to end
--conclusion and introduction, if present, are weak
--weak connection among ideas
1

The response has little or no discernible organizational structure:
--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

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4

The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant:
--use of evidence from sources is smoothly integrated, comprehensive, relevant, & concrete
--effective use of a variety of elaborative techniques
3

The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general:
--some evidence from sources is integrated, though citations may be general or imprecise
--adequate use of some elaborative techniques
2

The response provides uneven, cursory support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth:
--evidence from sources is weakly integrated, and citations, if present, are uneven
--weak or uneven use of elaborative techniques
1

The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details:
--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 response clearly and effectively expresses ideas, using precise language:
--use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose
3

The response adequately expresses ideas, employing a mix of precise with more general language
--use of domain-specific vocabulary is generally appropriate for the audience and purpose
2

The response expresses ideas unevenly, using simplistic language:
--use of domain-specific vocabulary may at times be inappropriate for the audience and purpose
1

The response expression of ideas is vague, lacks clarity, or is confusing:
--uses limited language or domain-specific vocabulary
--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 response demonstrates a strong command of conventions:
--few, if any, errors are present in usage and sentence formation
--effective and consistent use of punctuation, capitalization, and spelling
3

The response demonstrates an adequate command of conventions:
--some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed
--adequate use of punctuation, capitalization, and spelling
2

The response demonstrates a partial command of conventions:
--frequent errors in usage may obscure meaning
--inconsistent use of punctuation, capitalization, and spelling
1

The response demonstrates 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, Argument, GVHS

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