Analytic scoring involves scoring separate parts or criteria of a performance or product individually and then summing the scores to obtain a total score. The document provides an example of an analytic rubric for rating composition tasks. The rubric contains five criteria: organization, logical development of ideas, grammar, punctuation/mechanics, and style/quality of expression. Each criterion is scored on a scale from 1 to 4, with descriptors provided for each level.

1. Samples of Analytic Scoring Rubrics
In Analytic Scoring, the teacher scores separate, individual parts of the product
or performance first, then sums the individual scores to obtain a total score
(Moskal, 2000; Nitko, 2001). The analytic scoring guide designated marks for
particular aspects of the essay.
Analytic Scoring Rubrics
Beginning Developing Accomplished Exemplary
Score
1 2 3 4
Criteria 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
performance
Criteria 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
performance
Criteria 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
performance
Criteria 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
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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 - work
I. 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 complete
II. 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.
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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.
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