Question: What is an example of a
scoring rubric for writing assessment? (Oregon)
Ideas
and Content
1. The writing is unclear and seems to
have no purpose.
2. The writing is somewhat unclear and
has few appropriate details.
3. The reader can understand what the
writer is trying to say, but the paper may not hold the reader’s attention all
the way through.
4. The writing is clear and sticks to
the topic. It holds the reader’s attention.
5. The writing is clear, focused and
interesting. It holds the reader’s attention.
6. The writing is very clear, focused
and interesting. It holds the reader’s attention all the way through.
Organization
1. The writing is difficult to follow.
The reader has to re-read often and may still be confused.
2. The writing lacks a clear structure,
which makes it difficult to follow. Re-reading may help, but sometimes the
piece is too short to show an orderly development.
3. The writer has tried to present ideas
and details in a way that makes sense, but the paper may sometimes be hard to
follow.
4. Ideas and details are presented in a
way that makes sense. The paper is easy to follow.
5. The writing shows careful planning.
The order of ideas helps the reader follow and understand the paper from beginning
to end.
6. The writing shows careful and
effective planning. The order of ideas moves the reader easily through the
text.
Voice
1. The writer seems to make no effort to
deal with the topic, purpose or audience in an interesting way.
2. The writer shows little involvement
with the topic, purpose, or audience.
3. The writer is not always very
involved with the topic. The reader gets hints of who the writer is behind the
words. The writer begins to match the way the message sounds with the purpose
and the audience.
4. The writer is involved with the
topic. The reader can tell who the writer is behind the words. The message
sounds like it matches the purpose and the audience.
5. The writer shows strong involvement
with the topic. The reader can picture the writer behind the words. The writer
effectively matches the way the message sounds with the purpose and audience.
6. The writer shows deep involvement
with the topic. The writer skillfully matches the way the message sounds with
the purpose and audience.
Word
Choice
1. The writer has a difficult time
finding the right words.
2. The writer uses words that take away
from the meaning and impact of the writing.
3. The writer uses words that get the
message across, but only in an ordinary way.
4. The writer chooses words that help
make the message clear.
5. The writer thoughtfully chooses words
that make the message clear and interesting.
6. The writer thoughtfully chooses words
that make the message unusually clear and interesting.
Sentence
Fluency
1. Sentence that are incomplete,
rambling, or awkward make the writing hard to read and understand.
2. The sentences that are often choppy
or rambling make much of the writing difficult to follow or read aloud.
3. Most sentences are understandable but
not very smooth.
4. Sentences make sense and flow from
one to the other. The writing is easy to read aloud.
5. Sentences are carefully crafted and
flow smoothly with a natural rhythm from one to the next. The writing is easy
to read aloud and understand.
6. Sentences are carefully crafted; they
flow smoothly and effectively with a natural rhythm.
Conventions
1. There are so many errors in spelling,
capitalization, punctuation, and usage that the reader has a very hard time
getting through the paper. Some parts may be impossible to follow or
understand.
2. There are frequent, significant
errors that make it difficult to read the paper.
3. Spelling, capitalization,
punctuation, paragraphing, and usage show some minor problems. The reader can
follow what is being said, but there are enough mistakes that the reader really
notices them and may have some difficulty following what the writer is saying.
4. Spelling, capitalization,
punctuation, paragraphing, and usage are mostly correct. If there are a few
errors, they don’t make the paper difficult to read and understand.
5. Spelling, capitalization,
punctuation, paragraphing, and usage are correct and make the writing easy to
read and understand.
6. Spelling, capitalization,
punctuation, paragraphing, and usage are effective and make the writing easy to
read and understand.
Comment: I’m thinking, “dissect to kill.” I’m
thinking, 'the use of “interesting' as part of the criteria is subjective. I’m
thinking, " 'voice' is a muddy concept." I doubt if most published writers could
live up to these criteria. I can’t. Makes writing too complicated. I suggest cutting the number of rubrics in
half. The finer shades of the criteria are unnecessary. RayS.
Title: “Discerning
Writing Assessment: Insights into an Analytic Rubric.” \LK Spence. Language
Arts (Maya 2010), 337-352.
