|
Farnsworth M. S.
Written Response Rubric |
Score
|
3 |
2 |
1 |
Quality
|
Responses at this level: |
Responses at this level: |
Responses at this level: |
|
Meaning:
The response exhibits understanding and
interpretation of the task |
►fulfill the
requirements of task
●demonstrate
insight and make connections |
►fulfill some
requirements of task
●make some
connections |
►fulfill few
requirements of task
●make few
connections |
|
Development:
Ideas are elaborated, using specific and relevant
details/examples. |
►develop
ideas fully with thorough elaboration
●make effective
use of relevant and accurate examples to
support ideas |
►may be brief, with some elaboration,
but sufficiently developed
●provide some
examples/details, but may not show how they
relate to or support the ideas |
►are minimally developed with little
elaboration
●may include a
few details or examples |
|
Organization:
The response exhibits a compelling introduction,
body and satisfying conclusion. |
►establish and
maintain a clear focus
●show a logical,
coherent sequence of ideas through the use of
appropriate transitions or other devices |
►are generally focused, though may contain
irrelevant details
●show a clear
attempt at organization |
►may
focus on minor details, or lack focus
●show little or no
organization |
|
Language use:
The response reveals an awareness of audience
and purpose through effective use of words,
sentence structure, and sentence variety |
►are fluent and easy to read, with vivid
language and a sense of engagement or voice
●are
stylistically sophisticated, using varied
sentence structure and challenging vocabulary |
►are
readable, with some sense of engagement or voice
●primarily use
simple sentences and grade-level vocabulary |
►are often repetitive, with little or no
sense of engagement or voice
●use minimal
vocabulary |
|
Mechanics of language:
The response indicates attention to punctuation,
rules of grammar, spelling. |
►contain few errors in spelling, punctuation and
grammar that interfere with comprehension |
►contain spelling, punctuation, grammar errors
that may interfere with readability or
comprehension |
►
contain spelling, punctuation, grammar errors
that seriously interfere with readability or
comprehension |
