This is the initial rubric for responses in a graduate course on Literacy Assessment. I am going to revise it to include more participation ia responding to peers.

1. Response to Readings, Vodcasts/Podcasts, Websites and In-Class Assignments
Directions: In RWL 572—Literacy Assessment, you are required to write five responses, which
are due on even sessions as noted in syllabus and on Moodle. You are limited to no more than 3
pages, though we think 2 pages should be enough. Please do not use a font smaller than size
12.
We are looking for you to coalesce and integrate the material covered in the course. Please do
not summarize particular articles, vodcasts/podcasts (etc.) – we have read/viewed everything
assigned so summarizing for us as readers is unnecessary. Instead we are looking for
connections. [If you want us to know that you are referencing a particular article or vodcast,
just note it in parentheses--e.g., (Gormley & McDermott, in press)]. That is, what are the major
points connecting the assigned work? You may, in some sessions, find opposing points of view
that you want to explore in your responses or you may find commonalities. You will (no doubt)
come across thorny issues relative to assessment that you want to wrestle with in your
response. We are particularly interested in the connections you can make to your teaching,
tutoring or life experiences. We suggest that you keep a personal journal of your thoughts as
you go through the sessions and later review it to write your response. It is our sense that if you
leave this assignment to the last minute and just ‘write from the hip,’ the end result will be less
than satisfactory.
Rubric for Responses
Category 1 = Unacceptable 3 = Meets Expectation 5 = Exceeds Expectations
Integrates Content Little or no Integrates content Superb job of identifying
evidence of such that some major the major points of the
integration; over points are explored sessions (typically two
emphasizes one adequately. weeks).
article, vodcast,
etc.
Makes Connections Little or no Makes adequate text- Makes both text-to-text
evidence of text- to-text connections and text-to-self
to-text or text-to- and/or text-to-self connection in seamless
self connections; connections. Clearly fashion such that
connections are understands content understanding of content
superficial or not and can apply is highly evident.
clearly germane information.
to content. Does
not understand
some content.
Overall Quality Summarizes Adequately written Superbly written
content rather response with logical response that highly
than responds to organization of ideas. engages the reader and
content; demonstrates excellent

2. presentation of organization of idea.
ideas lacking
clarity; poorly
organized
Surface Issues* Numerous (more Few errors (1-3) in Careful attention to
3+ surface errors paper. Reader presentation of writing
in grammar, friendly. such that there are no
spelling, and/or grammatical, spelling or
punctuation) that punctuation errors. Very
disrupt the reader friendly in
reading of the presentation (e.g.,
response. headings)
*We believe that attention and competence in basic writing skills (spelling, punctuation and
grammar) is a fundamental expectation for educators and as professionals in the field of
literacy we are holding you to high standards.
Determination of Grade:
Numerical Score Associated Grade
19-20 A
17-18 A-
15-16 B+
14 B
12-13 B-
11 C+
10 C
9 C-
8 and Below F