Rubrics and Scoring of Assignments

Where not specified, all assignments are scored according to the percentage correctly completed concept for the overall assignment. This includes legibility, grammar, punctuation, and spelling at grade level as well as the overall completion in class where directed as well as main idea of the assignment.     All written work requires sentences and paragraphs unless specified.

If a student turns in an autobiographical essay when they have been assigned a dialogue or poem the score would be zero.  If asked to show all work in a TOWER diagram and two of six steps are left out then 33% is missing. 

 

Students growth and expertise at applying skills based on the Knowledge Dimensions of learning applied through New Blooms Taxonomy play a part in determining student scores as well as academic intervention strategies.

 

The following Portfolio Writing Rubric is the rubric used to evaluate writing individual responses for Meaning, Organization, Developmant and Language Use and Conventions of English.  MLA and Research Citation Format (supporting evidence) have been added for use as appropriate for assignments which require research.  Where there is no need for MLA or Research the score is adjusted by giving full credit so that the student has no penalty.

 

The Portfolio Writing Rubric

Quality

6

Responses at this

level:
5

Responses at this

level:
4

Responses at this

level:
3

Responses at this

level:
2

Responses at this

level:
1

Responses at this

level:
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text(s) -reveal an in-depth analysis of the texts

-make insightful connections between information and ideas in the texts and the assigned task
-convey a thorough understanding of the texts

-make clear and explicit connections between information and ideas in the texts and the assigned task
-convey a basic understanding of the texts

-make implicit connections between information and ideas in the texts and the assigned task
-convey a basic understanding of the texts

-make few or superficial connections and ideas in the texts and the assigned task
-convey a vague or inaccurate understanding of the texts

-allude to the text(s) but make unclear or unwarranted connections to the assigned task
-provide no evidence of textual understanding

-make no connections between information in the text(s) and the assigned task
Organization: the extent to which the response exhibits direction, shape, and coherence -maintain a clear and appropriate focus

-exhibit a logical and coherent structure through effective use of appropriate devices and transitions
-maintain a clear and appropriate focus

-exhibit a logical sequence of ideas through the use of appropriate devices and transitions
-maintain a clear and appropriate focus

-exhibit a rudimentary structure but may include some inconsistencies or irrelevancies
-establish, but fail to maintain, an appropriate focus

-exhibit uneven organization
-lack an appropriate focus, but suggest some organization -show no focus or organization
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text(s) -develop ideas clearly and fully, making effective use of a wide range of relevant and specific details from the texts -develop ideas clearly and consistently. Using relevant and specific details from the texts -develop ideas inconsistently, using relevant details from the texts -develop ideas simply, using some details from the texts -are largely undeveloped, hinting at ideas that are sketchy, vague, irrelevant, or repetitive -are minimal, with no evidence of development
Language Use: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety -are stylistically sophisticated, using original and precise language with a notable sense of voice and awareness of audience and purpose

-vary structure and length of sentences for effect
use language that is fluent and engaging, with some awareness of audience and purpose

-show consistent use of sentences that are varied in length and structure
-use appropriate language, with some awareness of audience and purpose

-occasionally vary length and structure of sentences
-rely on language from the text(s) and basic vocabulary

-rely on sentences that are unvaried in length and structure
-use language that is imprecise or unsuitable for the audience or purpose

-rely on sentences that lack variety and may be constructed incorrectly
-are minimal

-use language that is incoherent or inappropriate

-violate basic rules of sentence structure

Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage -demonstrate control of the conventions -demonstrate control of the conventions, with very few minor errors that have no effect on comprehension -demonstrate partial control, exhibiting some sentence-level errors that do not hinder comprehension -demonstrate partial control, exhibiting errors that occasionally hinder comprehension -demonstrate a lack of control, exhibiting many errors that make comprehension difficult -are minimal

-may be illegible or not recognizable as English
MLA and  Research Citation Format
(supporting evidence)
-Essentially no errors in MLA format -few errors in works cited

-few errors in  MLA layout

-Several errors in works cited

-Several errors in  MLA layout

-incorrect citation or consistent errors in works cited

-Several errors in  MLA layout

-two or fewer citations

-or two or fewer  parenthetical citations

-no works cited

-or no parenthetical citation

Score Conversion:

Add up the total score in each category and convert the score according to the chart below:

36 A+ 100
35 A 97
34 A 95
33 A 93
32 A- 91
31 B+ 89
30 B 87
29 B 85
28 B 83
27 B- 81
26 C+ 79
25 C 77
24 C 75
23 C 73
22 C- 71
21 D 69
20 D 67
19 D 65
18 F 63
17 F 61
16 F 59
15 F 57
14 F 55
13 F 53
12 F 51