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A sample of analytic scoring rubrics

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A sample of analytic scoring rubrics

  1. 1. Samples of Analytic Scoring RubricsIn Analytic Scoring, the teacher scores separate, individual parts of the productor performance first, then sums the individual scores to obtain a total score(Moskal, 2000; Nitko, 2001). The analytic scoring guide designated marks forparticular aspects of the essay.Analytic Scoring Rubrics Beginning Developing Accomplished Exemplary Score 1 2 3 4Criteria Description Description Description Description #1 reflecting reflecting reflecting reflecting beginning movement achievement of highest level level of toward mastery level of of performance mastery performance performance level of performanceCriteria Description Description Description Description #2 reflecting reflecting reflecting reflecting beginning movement achievement of highest level level of toward mastery level of of performance mastery performance performance level of performanceCriteria Description Description Description Description #3 reflecting reflecting reflecting reflecting beginning movement achievement of highest level level of toward mastery level of of performance mastery performance performance level of performanceCriteria Description Description Description Description #4 reflecting reflecting reflecting reflecting beginning movement achievement of highest level level of toward mastery level of of performance mastery performance performance level of performance [1]
  2. 2. A Sample of Analytic scale for rating composition tasks (Brown & Bailey, 1984, pp. 39 – 41). 20 – 18 17 – 15 14 – 12 11 – 6 5–1 Excellent to Good Good to Adequate to Fair Unacceptable Not college-level Adequate - workI. Organizati Appropriate title, Adequate title, Mediocre or scant Shaky or Absence of on: effective introduction, and introduction or minimally introduction or Introduction, introductory conclusion; body conclusion; recognizable conclusion; no Body, and paragraph, topic is of essay is problems with the introduction; apparent Conclusion stated, leads to acceptable, but order of ideas in organization can organization of body; body; transitional some evidence body; the barely be seen; severe lack of expressions used; may be lacking, generalizations severe problems supporting evidence; arrangement of some ideas aren’t may not be fully with ordering of writer has not made material shows fully developed; supported by the ideas; lack of any effort to plan (could be sequence is evidence given; supporting organize the outlined by logical but problems of evidence; composition (could reader0; transitional organization conclusion weak not be outlined by supporting expressions may interfere. or illogical; reader). evidence given for be absent or inadequate effort generalizations; misused. at organization. conclusion logical and completeII. Logical Essay addresses Essay addresses Development of Ideas incomplete; Essay is completely Development the assigned topic; the issues but ideas not essay does not inadequate and of Ideas: the ideas are misses some complete or essay reflect careful does not reflect Content concrete and points; ideas is somewhat off thinking or was college-level work; thoroughly could be more the topic; hurriedly written; no apparent effort to developed; no fully developed; paragraphs aren’t inadequate effort consider the topic extraneous some extraneous divided exactly in area of content. carefully. material; essay material is right. reflects thought. present. [2]
  3. 3. III. Grammar Native-like fluency Advanced Ideas are getting Numerous serious Severe grammar in English proficiency in through to the grammar problems interfere grammar; correct English grammar; reader, but problems interfere greatly with the use of relative some grammar grammar with message; reader clauses, problems don’t problems are communication of can’t understand prepositions, influence apparent and he writer’s ideas; what the writer was modals, articles, communication, have a negative grammar review trying to say; verb forms, and although the effect on of some areas unintelligible tense sequencing; reader is aware of communication; clearly needed; sentence structure. no fragments or them; no run-on sentences difficult to read run-on sentences. fragments or run- or fragments sentences. on sentences. present.IV. Punctuation, Correct use of Some problems Uses general Serious problems Complete disregard spelling and English writing with writing writing with format of for English writing mechanics conventions; left conventions or conventions but paper; parts of conventions; paper and right margins, punctuation; has errors; essay not legible; illegible; obvious all needed capitals, occasional spelling problems errors in sentence capitals missing, no paragraphs spelling errors; left distract reader; punctuation and margins, severe indented, margin correct; punctuation errors final punctuation; spelling problems. punctuation and paper is neat and interfere with unacceptable to spelling; very neat. legible. ideas. educated readers.V. Style and Precise vocabulary Attempts variety; Some vocabulary Poor expression Inappropriate use of quality of usage; use of good vocabulary; misused; lacks of ideas; problems vocabulary; no expression parallel structures; not wordy; register awareness of in vocabulary; concept of register concise; register OK; style fairly register; may be lacks variety of or sentence variety. good. concise. too wordy. structure. [3]

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