| Rubrics for Writing Assessment
Rubrics are composed of four basic parts. In its simplest form, the rubric includes:
- A task description. The outcome being assessed or instructions students received for an assignment.
- The characteristics to be rated (rows). The skills, knowledge, and/or behavior to be demonstrated.
- Levels of mastery/scale (columns). Labels used to describe the levels of mastery should be tactful but clear. Commonly used labels include:
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Not meeting, approaching, meeting, exceeding
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Exemplary, proficient, marginal, unacceptable
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Advanced, intermediate high, intermediate, novice.
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1, 2, 3, 4
- The description of each characteristic at each level of mastery/scale (cells).
Developing Your Rubric as a Class
Step 1: Identify what you want to assess
Step 2: Identify the characteristics to be rated (rows)
- Specify the skills, knowledge, and/or behaviors that you will be looking for.
- Limit the characteristics to those that are most important to the assessment.
Step 3: Identify the levels of mastery/scale (columns).
Tip: Aim for an even number (4 or 6) because when an odd number is used, the middle tends to become the "catch-all" category.
Step 4: Describe each level of mastery for each characteristic (cells).
- Describe the best work you could expect using these characteristics. This describes the top category.
- Describe an unacceptable product. This describes the lowest category.
- Develop descriptions of intermediate-level products for intermediate categories.
Important: Each description and each category should be mutually exclusive.
Step 5: Test rubric.
- Apply the rubric to the assignment.
Tip: It is often useful to establish the minimum score needed for the student work to be deemed passable. For example, faculty members may decided that a "1" or "2" on a 4-point scale (4=exemplary, 3=proficient, 2=marginal, 1=unacceptable), does not meet the minimum quality expectations. They may set their criteria for success as 90% of the students must score 3 or higher. If assessment study results fall short, action will need to be taken.
Step 6: Discuss with peers and instructor. Review feedback and revise.
Six Trait Essay Scoring Guide
Traits
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100-90
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89-70
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69-0
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Ideas and Content
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This paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme or story line.
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The writer is beginning to define the topic, even though development is still too general.
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The paper has no clear sense of purpose or central theme. To find meaning in the text, the reader must make inferences based on sketchy details.
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Organization
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The organization enhances and showcases the central idea or storyline. The order, structure, and presentation of information are compelling, so the reader moves through the text.
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The organizational structure is strong enough to move the reader through the text without much confusion.
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The writer lacks a clear sense of direction. Ideas, details, and events seem strung together in a loose or random fashion. There is no internal structure.
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Voice
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The writer speaks directly to the reader in a way that is individualistic, expressive, and engaging. The writer is involved in the text, sensitive to the needs of the audience, and writing to be read.
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The writer seems sincere, but not fully involved in the topic. The result is pleasant, but not compelling.
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The writer seems indifferent, uninvolved or distanced from the topic and/or the audience. As a result, the writing is lifeless or mechanical. Depending on the topic, it may be overly technical or jargonistic.
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Word Choice
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Words convey the intended message in a precise, interesting and natural way.
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The language is functional, even though it lacks punch. It is easy to figure out the writer's meaning on a general level.
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The writer struggles with a limited vocabulary, searching for words to convey meaning.
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Sentence Fluency
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The writing has an easy flow and rhythm when read aloud. Sentences are well built, with strong and varied structure that invites expressive oral reading.
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The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical, more mechanical than fluid.
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The reader has to practice to give this paper a fair interpretive reading.
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Conventions
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The writer demonstrates a good grasp of standard writing conventions. Grammar, capitalization, punctuation, usage, spelling and paragraphing enhance readability. The reader can easily overlook a few minor errors unless hunting for them specifically.
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The writer shows reasonable control over a limited range of standing writing conventions. Conventions are sometimes handled well and enhance readability. At other times, errors are distracting and impair readability.
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Errors in spelling, punctuation, usage, grammar, capitalization and/or paragraphing repeatedly distract the reader. The text is very difficult to read.
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Trait
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Exceptional
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Acceptable
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Amateur
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Unsatisfactory
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Sentences and paragraphs
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Usage of sophisticated sentence patterns.
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Paragraphs indicate shift in thought and are used to make sequence of events clear.
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Simple and some complex sentences are used.
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Some paragraphing to show sequence of events/ideas.
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Sentence structure is usually correct.
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Simple sentences are used.
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Little attempt made to paragraph writing.
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Sentences do not make sense.
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No paragraphing.
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Word choice
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Words are used correctly and precisely.
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Acceptable vocabulary.
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Words are technologically appropriate.
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Spelling
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Spelling is correct, including complex and irregular words.
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Spelling is generally accurate.
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Frequent spelling errors.
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Spelling errors interfere with understanding.
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Punctuation
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A range of punctuation including commas, apostrophes, colons and semicolons is used accurately and effectively.
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Periods and capitals are used correctly and punctuation is beginning to be used within the sentence.
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Frequent punctuation errors.
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Insufficient or lacks punctuation.
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Incorrect use of capital letters.
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Primary Trait Scoring Rubric for Technical Writing
Trait
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Exceptional
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Acceptable
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Amateur
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Unsatisfactory
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Content
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Writing is purposeful with logic maintained throughout.
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Maintains clear logical subject/position.
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Subject/position is vague with no unifying statement.
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Drifts or has lapses in logic.
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Paper consists of repetitions and redundancies.
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Insufficient writing to show that criteria are met.
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Support
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All major points fully developed and supported evenly by specific detail throughout the paper (e.g. explanation, evidence, examples, figures, tables and/or graphs).
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Supporting evidence is understandable and well-organized.
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All key points developed and supported by specific detail; some key points may be less developed than others (not even or balanced).
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Supporting evidence illustrates the key points but lacks depth.
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Some key points are developed by specific detail; some may be general and some may lack depth.
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Supporting evidence is minimal and/or not easily interpreted.
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Insufficient or repetitious
writing that fails to develop key points.
and/or supporting evidence is unrelated to key points.
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Organization
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Structure is clear, appropriate and effective.
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All paragraphs are appropriate and purposeful.
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Coherence (paragraph to paragraph) and cohesion (sentence to sentence) are effectively demonstrated throughout paper.
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All points are logically presented and interrelated.
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Structure is clear and appropriate to purpose.
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Most major points are appropriately paragraphed.
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Coherence (paragraph to paragraph) and cohesion (sentence to sentence) are demonstrated with appropriate transitions.
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Most points logically presented and organized.
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Structure is evident.
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May have inappropriate or intrusive transitions that disrupt the progression of ideas.
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Some major points appropriately paragraphed.
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Has coherence (paragraph to paragraph) but lacks cohesion (sentence to sentence) or vice versa.
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May have one or more minor digressions.
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Structure is missing or attempted but not obvious to the reader.
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Limited evidence of appropriate paragraphing.
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Little structure within paragraphs.
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May have one or more major digressions.
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Focus (applies to theses, term papers and essays)
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Clearly sets purpose of paper through introduction or overview.
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Effective conclusion that relates to introduction and unifies the writing.
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Clearly sets purpose of paper through introduction or overview.
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Clear conclusion.
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Subject/position identified by only a brief, general introductory statement.
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Conclusion is absent or only a verbatim reiteration of the introduction.
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Subject/position (or issue)
is unclear.
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Primary Trait Scoring Rubric for Writing Mechanics
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