This document provides the course description, credit hours, desired learning outcomes, final products, assessment tasks, learning plan, references, and rubrics for Prof Ed. 109: Educational Technology 1 at La Salle College Antipolo. The course is a 3-unit introductory course on integrating technology in various content areas through the design and development of instructional plans. Students will be assessed through exams, presentations, quizzes, assignments, and a final lesson plan with technology integration and e-portfolio. The learning plan covers topics on educational technology theories and trends over 15 weeks using various pedagogical approaches and tools.

1. LA SALLE COLLEGE ANTIPOLO
Tertiary Education Unit
Prof Ed. 109: Educational Technology 1
First Semester AY 2015-2016
Instructor: Asst. Prof. Dolores C. Mirabueno
I. COURSE DESCRIPTION:
This is a 3- unit course designed to introduce the basic learning theories and principles as
bases in the design, development, implementation and evaluation of instruction using educational
technology. Students are expected to acquire skills in integrating technology in various content
areas. Course activities are focused on the design and development of ICT-based instructional plans.
II. COURSE CREDIT: 3 units/ 3 hours per week
III. DESIRED LEARNING RESULTS
Expected Lasallian Graduate
Attributes (ELGAs)
ELGAs translated into Content and Transfer Goals
Learners are able to:
Critical Thinker - Evaluate current best practices in the utilization of
technology in education and appreciate the role that
technology play in the teaching and learning process.
- Analyze the implications of different global and local issues
that shape today’s technology use in education.
Committed to Excellence - Provide an overview of the foundations, theories, best
practices in integrating technology in education.
- Develop a broad understanding of the foundations and
theories that supports technology integration in education.
- Develop, apply and evaluate systems, techniques and aids in
teaching.
Christ-like - Experience and value the witness of self and others as giving
their best as children of God.
- Know that the spirituality of excellence is a spirituality that
gives opportunity for the self and others to grow in maturity.
Lifelong Learner - Demonstrate a reflective lifestyle that habitually discerns the
plan of God in everyday life.
IV. FINAL PRODUCT/ PERFORMANCE TASK
• Lesson plan with technology integration
• e-portfolio
• Teaching Aids Bank

2. V. ASSESSMENT TASKS
Prelim Term
• Prelim exam---------------------------------------------------------------------------------------30%
• Class participation/individual or group presentation ----------------------------------------20%
• Quizzes/performance-based assessment (product/process)---------------------------------30%
• Assignments/seatworks/other outputs---------------------------------------------------------20%
Mid Term
• Midterm exam ------------------------------------------------------------------------------------30%
• Class participation/individual or group presentation ----------------------------------------20%
• Quizzes/performance-based assessment (product/process)---------------------------------30%
• Assignments/seatworks/other outputs---------------------------------------------------------20%
End Term
• Endterm exam (on-line exam)------------------------------------------------------------------30%
• Class participation/individual or group presentation ----------------------------------------10%
• Quizzes/performance-based assessment (product/process)---------------------------------10%
• Assignments/seatworks/other outputs---------------------------------------------------------10%
• Lesson Plan with technology integration--------------------------------------------------- 10%
• e-portfolio -------------------------------------------------------------------------------------- 20%
• Teaching aids bank----------------------------------------------------------------------------- 10%
IV. LEARNING PLAN
Time
Frame
Content / Topics/ Inputs Pedagogical and Andragogical Tools
(Approaches, Methodologies, Strategies,
Techniques)
Week
1-3
Presentation of the course
Understanding Relevant Concepts in Educational
Technology
Chronology of the Use of Technology in Education
Theories influencing the use of Educational
Technology
Roles of Educational Technology in Learning
Benefits from Using Educational Technology
The Synergy of Technology with the Basic
Learning theories, principles and practices.
General Guidelines in Using
Educational/Instructional Technology
Using and Evaluating Instructional Materials
(Questions to ask in evaluating instructional
materials)
Guided discussion
Reflection#1
* What is the purpose of Educational technology
or technology in education?
* What do you value in education and technology?
Personal history of interaction with technology
and how it affected own lifestyle and learning
style/future teaching style
ePortfolio
* The contents should in accordance with the
requirements
* You can use any program that you are most
competent with however it should be uploaded
online.
Requirement -Reflection #2
* Individual philosophy of teaching and learning
and how it affects their use or non-use of
technology in teaching.
Week Internet Addiction Case Study
* Case studies on the use of technology by

3. 4-5 Digital Divide
e-learning trends
21st
century education
teachers and students (i.e. the case of high school
students’ use of blogs in bashing the school
principal).
Poster
* Poster depicting current trends in
media/technology use in education
Reflection#3
* Essential conditions and best practices for
technology integration in education in
regards with the students, teachers,
administrators, learning environment and
other stakeholders.
Reflection#4
* What possible effects will the new learning
landscape have on our present educational
system?
* How do you plan to cope up?
* What do you think is most important role of
teachers in eLearning?
* How do feel about the changing role that
teachers will play in the evolving learning
environment?
Week
6
Direct, Purposeful Experiences and Beyond Make a sample of teaching aid representing
direct, purposeful experiences
*SBMA teaching applying the concepts
learned
Prelim Exam
Week
7
Teaching with Contrived Experiences
Teaching with Dramatized Experiences
Submit a sample mock-up or simulation for a
certain topic
Production of pantomime and tableau visual
presentations or making of puppet theaters
Week
8
Demonstrations in Teaching Select a topic and demonstrate the proper
way of doing it (reading a poem, pronouncing
a word, declamation, etc.).
Week
9
Making the most of Community Resources and
Field Trips
Submit a field trip proposal
Week
10
The Power of Film, Video and TV in the Classroom Submit a video clip for a certain topic in
English/Math
Week
11-12
Teaching with Visual Symbols Production of pictures, slides, hand-outs,
videos, mock-ups, etc.
*SBMA teaching applying the concepts
learned
Midterm Exam
Week
13
Maximizing the Use of the Overhead Projector and
the Chalkboard
Short teaching demonstration using
chalkboard and OHP
Submit prepared transparency
Week
14
Project-based learning and Multimedia Project-based proposal

4. Week
15
Using Project-based Learning Multimedia as a
Teaching Strategy
Multimedia presentation of project-based
multimedia learning
Reflection#4
* Different tradition and digital media for education
which includes description of the
media/technology, its strengths and weaknesses,
its possible applications or implication to teaching
and learning
* Emerging technologies in the field of ICT,
eLearning and other relevant field and its
implications to education
Week
16
Assessment in a Constructivist, Technology-
Supported Learning
Create visual tools
Asynchronous Online Discussion
* Topic: Which form of assessment fits a
constructivist technology-supported learning
environment?
Week
17-18
Roles and Functions of an Educational Media
Center
Come up with a metaphor or simile on the
roles of an EMC
LPwTech
* An instruction plan using any of the models
discussed in class integrating technology in
education.
*SBMA teaching applying the concepts
learned
Submit Teaching Aids Bank
Finalize the e-portfolio
VI. REFERENCES
Corpuz, Brenda B, et. al. (2008), Educational Technology 1, Philippines: Lorimar Publishing, Inc.
McCorrick, Robert, et. al, (1993) Teaching and Learning Technology
Grabe, Mark, te. al. (1999), Integrating Technology for Meaningful Learning
Abanador, Pedro (2012), Exploring New Trends in Educational Technology
Garo, Candelaria (2008), Theories and Principles of Educational Technology

5. University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs,
and Graduate Degree
This rubric may be used for self-assessment and peer feedback.
EPortfolio (Digital Portfolio) Rubric
Criteria Unsatisfactory Emerging Proficient Exemplary Rating
Selection of
Artifacts
The artifacts
and work
samples do not
relate to the
purpose of the
eportfolio.
Some of the
artifacts and
work samples
are related to
the purpose of
the eportfolio.
Most artifacts
and work
samples are
related to the
purpose of the
eportfolio.
All artifacts and
work samples are
clearly and
directly related to
the purpose of the
eportfolio. A wide
variety of artifacts
is included.
Descriptive
Text
No artifacts are
accompanied
by a caption
that clearly
explains the
importance of
the item
including title,
author, and
date.
Some of the
artifacts are
accompanied
by a caption
that clearly
explains the
importance of
the item
including title,
author, and
date.
Most of the
artifacts are
accompanied
by a caption
that clearly
explains the
importance of
the item work
including title,
author, and
date.
All artifacts are
accompanied by a
caption that
clearly explains
the importance of
the item including
title, author, and
date.
Reflective
Commentary
The reflections
do not explain
growth or
include goals
for continued
learning.
A few of the
reflections
explain growth
and include
goals for
continued
learning.
Most of the
reflections
explain growth
and include
goals for
continued
learning.
All reflections
clearly explain
how the artifact
demonstrates
your growth,
competencies,
accomplishments,
and include goals
for continued
learning (long and
short term).

6. The reflections
do not
illustrate the
ability to
effectively
critique work
or provide
suggestions for
constructive
practical
alternatives.
A few
reflections
illustrate the
ability to
effectively
critique work
and provide
suggestions for
constructive
practical
alternatives.
Most of the
reflections
illustrate the
ability to
effectively
critique work
and provide
suggestions for
constructive
practical
alternatives.
All reflections
illustrate the
ability to
effectively critique
work and provide
suggestions for
constructive
practical
alternatives.
Citations No images,
media or text
created by
others are cited
with accurate,
properly
formatted
citations.
Some of the
images, media
or text created
by others are
not cited with
accurate,
properly
formatted
citations.
Most images,
media or text
created by
others are cited
with accurate,
properly
formatted
citations.
All images, media
or text created by
others are cited
with accurate,
properly
formatted
citations.
Navigation The navigation
links are
confusing, and
it is difficult to
locate artifacts
and move to
related pages
or a different
section. There
are significant
problems with
pages
connecting to
preceding
pages or the
navigation
menu. Many of
the external
links do not
connect to the
appropriate
website or file.
The navigation
links are
somewhat
confusing, and
it is often
unclear how to
locate an
artifact or
move to related
pages or a
different
section. Some
of the pages
connect to the
navigation
menu, but in
other places the
links do not
connect to
preceding
pages or to the
navigation
menu. Some of
the external
links do not
connect to the
appropriate
The navigation
links generally
function well,
but it is not
always clear
how to locate
an artifact or
move to related
pages or
different
section. Most
of the pages
connect to the
navigation
menu. Most of
the external
links connect to
the appropriate
website or file.
The navigation
links are intuitive.
The various parts
of the portfolio
are labeled,
clearly organized
and allow the
reader to easily
locate an artifact
and move to
related pages or a
different section.
All pages connect
to the navigation
menu, and all
external links
connect to the
appropriate
website or file.

7. website or file.

8. Usability and
Accessibility:
Text Elements,
Layout, and
Color
The eportfolio
is difficult to
read due to
inappropriate
use of fonts,
type size for
headings, sub-
headings and
text and font
styles (italic,
bold,
underline).
The portfolio is
often difficult
to read due to
inappropriate
use of fonts and
type size for
headings, sub-
headings, text
or long
paragraphs.
The eportfolio
is generally
easy to read.
Fonts and type
size vary
appropriately
for headings,
sub-headings
and text.
The eportfolio is
easy to read.
Fonts and type
size vary
appropriately for
headings, sub-
headings and text.

9. Lack of
paragraphing
impedes
scanning
Inconsistent
use of font
styles (italic,
bold,
underline)
distracts the
reader.
In general, use
of headings,
sub-headings
and paragraphs
promotes easy
scanning.
Use of headings,
sub-headings and
paragraphs
promotes easy
scanning.

10. Many
formatting
tools are under
or over-utilized
and decrease
the reader
accessibility to
the content.
Some
formatting
tools are under
or over-utilized
and decrease
the readers'
accessi-bility to
the content.
Use of font
styles (italic,
bold,
underline) is
generally
consis-tent.
Use of font styles
(italic, bold,
underline) is
consistent and
improves
readability.

11. Horizontal and
vertical white
space
alignment are
used inappro-
priately, and
the content
appears
disorganized
and cluttered.
Horizontal and
vertical white
space
alignment are
sometimes
used inappro-
priately to
organize
content.
Horizontal and
vertical white
space
alignment are
generally used
appropriately
to organize
content.
Horizontal and
vertical white
space alignment
are used
appropriately to
organize content.

12. Color of
background,
fonts, and links
decrease the
readability of
the text, are
distracting and
used
inconsistently
throughout the
eportfolio.
Color of
background,
fonts, and links
generally
enhance the
read-ability of
the text, and
are generally
used
consistently
throughout the
eportfolio.
Color of
background,
fonts, and links
generally
enhance the
read-ability of
the text, and
are generally
used
consistently
throughout the
eportfolio.
Color of
background,
fonts, and links
enhance the
readability and
aesthetic quality,
and are used
consistently
throughout the
eportfolio.
Writing
Conventions
There are more
than 6 errors in
grammar,
capitalization,
punctuation,
and spelling
requiring
major editing
and revision.
There are 4 or
more errors in
grammar,
capitalization,
punctuation,
and spelling
requiring
editing and
revision.
here are a few
errors in
grammar,
capitalization,
punctuation,
and spelling.
These require
minor editing
and revision.
There are no
errors in
grammar,
capitalization,
punctuation, and
spelling.
Multimedia
Elements
(Optional)
The graphic
elements or
multimedia do
not contribute
to
understanding
concepts, ideas
and
relationships.
The
inappropriate
use of
multimedia
detracts from
the content.
Some of the
graphic
elements and
multimedia do
not contribute
to
understanding
concepts, ideas
and
relationships.
Most of the
graphic
elements and
multimedia
contribute to
understanding
concepts, ideas
and
relationships,
enhance the
written
material and
create interest.
All of the
photographs,
concept maps,
spreadsheets,
graphics, audio
and/or video files
effectively
enhance
understanding of
concepts, ideas
and relationships,
create interest,
and are
appropriate for
the chosen
purpose.
The graphics
do not include
alternate text
in web-based
portfolios.
Some of the
graphics
include
alternate text
in web-based
portfolios.
Most of the
graphics
include
alternate text
in web-based
portfolios.
Accessibility
requirements
using alternate
text for graphics
are included in
web-based
portfolios.

13. Audio and/or
video artifacts
are not edited
or exhibit
inconsistent
clarity or sound
(too loud/too
soft/garbled).
A few of the
audio and/or
video artifacts
are edited with
inconsistent
clarity or sound
(too loud/too
soft/garbled).
Most of the
audio and/or
video artifacts
are edited with
proper voice
projection,
appropriate
language, and
clear delivery.
All audio and/or
video artifacts are
edited with proper
voice projection,
appropriate
language, and
clear delivery.
TOTAL
University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs,
and Graduate Degree
Readings on Authentic Assessment
Examples of Other Rubrics
© COPYRIGHT 2001-2015 Joan Vandervelde
All Rights Reserved.
Revised: Wednesday, December 3, 2014
.

14. Rubric for Grading Reflection Papers
Criteria 5 4 3 2 1
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a
strong control
and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally
clear and
focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly
related to the
theme, or
limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
connect ideas.
The writing
lacks clarity
and focus and
contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development of
content so that
no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability to
shape and
connect ideas.
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders and
arranges events,
ideas, and/or
details within
each paragraph
and within the
work as a whole;
establishes
relationships
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding
and compelling.
*Focus and
coherence
allow the
writing to flow
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
The
organization
does not
develop the
central idea or
theme. The
writing lacks
direction and
flow because
ideas, details,
or events are
presented in
random order.
*The opening is
unclear and
has no
direction.

15. between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
smoothly so
that
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides
an extremely
strong sense of
resolution.
*The writing
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides
an extremely
strong sense of
resolution.
the flow is
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
not always
clear and has
little direction.
*Focus and
coherence
falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few
connections are
made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or
only vaguely
related to
opening.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement of
events, ideas,
and/or details.
*Transitions are
lacking so that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected or
missing.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
with the central
idea of the
paper.
*The main idea
and details
within each
paragraph are
related.
*The
conclusion is
about the
central idea.
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
related
*In some
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
includes
many topics
and does not
express one
central idea or
opinion.
*Few
paragraphs
have a main
idea or the
main idea does
not go with the
central idea of
the paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
Level of Insight
Describes how
effectively the
The writing
reflects an
outstanding
The writing
reflects a
strong ability
The writing
reflects
developed
The writing
reflects a
limited ability
The writing
lacks an
apparent

16. writer
communicates in
a manner that is
individualistic,
expressive and
engaging,
thereby,
revealing the
writer’s stance
toward the
subject.
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writer’s
conviction.
*The writing
always brings
the subject to
life.
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writer’s
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writer’s
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writer’s
conviction
rarely is
apparent.
*The writing
rarely brings
the subject to
life.
voice.
* The writer’s
conviction
never is
apparent.
*The writing
does not bring
the subject to
life.
Adapted from: Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood Cliffs,
NJ: Prentice Hall Regents
St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland
Rubric for Grading the Teaching Demo
Criteria 5 4 3 2 1
Content/Meaning
The extent to
which the
presentation
exhibits sound
understanding,
analysis and
explanation of the
subject matter.
*Conveys an
accurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers
insightful and
thorough
analysis and
explanation in
support of the
topic
*Conveys an
accurate and
complete
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers clear
and explicit
analysis and
explanation in
support of the
topic
*Conveys an
accurate
although
somewhat
basic
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers partial
analysis and
explanation in
support of the
topic
*Conveys a
partly accurate
understanding
of the topic,
audience and
the purpose for
the
presentation
* Offers limited
analysis or
superficial
explanation
that only
partially
support the
topic
*Conveys a
confused or
largely
inaccurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers unclear
analysis or
unwarranted
explanations
that fail to
support of the
topic
Development of
Ideas
The extent to
which ideas are
elaborated using
specific and
relevant details
and/or evidence to
support the topic.
*Develops
ideas clearly
and fully,
effectively
integrating and
elaborating on
specific textual
evidence from
a variety of
sources.
*Effectively
discriminates
between
relevant and
*Develops
ideas clearly
and
consistently,
incorporating
and explaining
specific textual
evidence from
a variety of
sources.
*Discriminates
between
relevant and
irrelevant
*Develops
ideas more
fully than
others, using
relevant textual
evidence from
a variety of
sources.
*Attempts to
discriminate
between
relevant and
irrelevant
information and
*Develops
ideas briefly or
partially, using
some textual
evidence but
without much
elaboration.
*May contain a
mix of relevant
and irrelevant
information
and/or confuse
the difference
between fact
*Attempts to
offer some
development of
ideas, but
textual
evidence is
vague,
repetitive or
unjustified.
*Contains
irrelevant
and/or
inaccurate
information

17. irrelevant
information and
between fact
and opinion.
information and
between fact
and opinion.
between fact
and opinion.
and opinion and/or confuse
the difference
between fact
and opinion
Fluency
The extent to
which the
presenter uses the
language with
ease with no
lapses on grammar
*Has complete
fluency in the
language such
that his speech
is fully
accepted by
educated
native
speakers.
*No
grammatical
lapses.
*Able to use
the language
fluently on all
levels normally
pertinent to
professional
needs. Can
participate in
any
conversation
within the
range of this
experience with
a high degree
of fluency.
*Errors in
grammar are
quite rare.
*Can discuss
particular
interests of
competence
with
reasonable
ease. Rarely
had to grope
for words.
*Control of
grammar is
good.
*Can handle
with confidence
but not with
facility.
*Can usually
handle
elementary
constructions
quite
accurately but
does not have
thorough or
confident
control of
grammar.
*Often has to
grope for
words.
*Errors in
grammar are
frequent.
Over-all Impact
The extent to
which the
presenter
pronounce the
words, voice
quality, vocabulary,
and the utilization
of non-verbal cues.
*Equivalent to
and fully
accepted by
educated
native
speakers.
*Has a
consistent well-
modulated
voice.
*Has eye-
contact all
throughout the
presentation
and uses other
non-verbal
cues precisely.
*Errors in
pronunciation
are quite rare.
*Has a well-
modulated
voice.
*With a high
degree of
precision of
vocabulary
*Has eye-
contact and
uses other non-
verbal cues
frequently.
*Errors in
pronunciation
never interfere
with
understanding
and accent may
be obviously
foreign.
*Voice quality is
not consistent.
*Vocabulary is
broad enough
that he rarely
grope for words
*Utilizes non-
verbal cues
rarely.
*Accent is
intelligible
though often
quite faulty.
*Has speaking
vocabulary
sufficient to
express
himself simply
with some
errors.
*The voice is
soft to be
heard by the
audience.
*Limited use of
non-verbal
cues.
*Errors in
pronunciation
are frequent.
*Speaking
vocabulary
inadequate to
express
anything.
*The voice is
very soft.
*Has no eye-
contact and
deals with
mannerisms.
Rubric for Grading the Journal
Criteria 5 4 3 2 1
Content All the journal Most of the Some of the A few of the The writing does

18. entries engage
the reader with
worthwhile ideas
and an
interesting
presentation.
journal entries
engage the
reader with
worthwhile and
interesting
presentation.
writing engages
the reader with
worthwhile
ideas and
interesting
presentation.
journal entries
engage the
reader with
worthwhile
ideas and an
interesting
presentation
not engage the
reader.
Relevance All the journal
entries are
relevant and
timely.
Most of the
journal entries
are relevant and
timely.
Some of the
journal entries
are relevant and
timely.
A few of the
journal entries
are relevant
and timely.
All the journal
entries are not
relevant and
timely.
Language
Use
Are stylistically
sophisticated,
using language
that is precise
and engaging
and effectively
incorporate a
range of varied
sentence
patterns to
reveal syntactic
fluency.
Use language
that is fluent
and original and
incorporate
varied sentence
patterns that
reveal an
awareness of
different
syntactic
structures.
Use appropriate
language and
make some
attempt to
include different
sentence
patterns but
with awkward or
uneven
success.
Rely on basic
vocabulary and
reveal a limited
awareness on
how to vary
sentence
patterns and
rely on a limited
range of
syntactic
structures.
Use language
that is imprecise
and unsuitable,
incoherent and
inappropriate
and reveal a
confused
understanding of
how to write in
complete
sentences and
little or no ability
to vary sentence
patterns.
Level of
Insight
The writing
always reflects
the writer’s
conviction and
always brings
the subject to
life.
The writer’s
conviction is
often apparent
and the writing
frequently
brings the
subject to life.
The writer’s
conviction
occasionally is
apparent and
the writing
occasionally
brings the
subject to life.
The writer’s
conviction
rarely is
apparent and
the writing
rarely brings
the subject to
life.
The writer’s
conviction never
is apparent and
the writing does
not bring the
subject to life.
Rubric for Grading the Term Paper
Criteria 5 4 3 2 1

19. Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a strong
control and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally clear
and focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly related
to the theme,
or limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
connect ideas.
The writing
lacks clarity
and focus
and contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development
of content so
that no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability
to shape and
connect ideas.
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders
and arranges
events, ideas,
and/or details
within each
paragraph and
within the work
as a whole;
establishes
relationships
between events,
ideas, and/or
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding and
compelling.
*Focus and
coherence
allow the writing
to flow smoothly
so that
organizational
patterns or
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
*The writing
demonstrates a
clear and
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
the flow is
sometimes
interrupted.
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
not always clear
and has little
direction.
The
organization
does not
develop the
central idea
or theme.
The writing
lacks
direction and
flow because
ideas, details,
or events are
presented in
random
order.
*The opening
is unclear and
has no
direction.
*Focus and

20. details within
each paragraph
and within the
work as a whole.
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
*Focus and
coherence falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few connections
are made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or
only vaguely
related to
opening.
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement
of events,
ideas, and/or
details.
*Transitions
are lacking so
that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected
or missing.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or
thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
with the central
idea of the
paper.
*The main idea
and details
within each
paragraph are
related.
*The conclusion
is about the
central idea.
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
related
*In some
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
includes
many topics
and does not
express one
central idea
or opinion.
*Few
paragraphs
have a main
idea or the
main idea
does not go
with the central
idea of the
paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
Level of Insight
Describes how
effectively the
writer
communicates in
a manner that is
individualistic,
expressive and
The writing
reflects an
outstanding
ability to
communicate
in an
individualistic
an, sincere
The writing
reflects a
strong ability
to
communicate
in an
individualistic
an, sincere
The writing
reflects
developed
ability to
communicate
in an
individualistic
an, sincere
The writing
reflects a
limited ability
to
communicate
in an
individualistic
an, sincere
The writing
lacks an
apparent
voice.
* The writer’s
conviction
never is
apparent.

21. engaging,
thereby,
revealing the
writer’s stance
toward the
subject.
and engaging
voice.
*The writing
always reflects
the writer’s
conviction.
*The writing
always brings
the subject to
life.
and engaging
voice.
*The writer’s
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
and engaging
voice.
* The writer’s
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
and engaging
voice.
* The writer’s
conviction
rarely is
apparent.
*The writing
rarely brings the
subject to life.
*The writing
does not bring
the subject to
life.
Adapted from: Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood
Cliffs,
NJ: Prentice Hall Regents
St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland
Rubric for Grading the Term Papers and Short Response Papers
Criteria 5 4 3 2 1
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a strong
control and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally clear
and focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly related
to the theme,
or limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
The writing
lacks clarity
and focus
and contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development
of content so
that no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability
to shape and
connect ideas.

22. connect ideas.
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders
and arranges
events, ideas,
and/or details
within each
paragraph and
within the work
as a whole;
establishes
relationships
between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding and
compelling.
*Focus and
coherence
allow the writing
to flow smoothly
so that
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
*The writing
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
the flow is
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
not always clear
and has little
direction.
*Focus and
coherence falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few connections
are made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or
only vaguely
related to
opening.
The
organization
does not
develop the
central idea
or theme.
The writing
lacks
direction and
flow because
ideas, details,
or events are
presented in
random
order.
*The opening
is unclear and
has no
direction.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement
of events,
ideas, and/or
details.
*Transitions
are lacking so
that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected
or missing.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or
thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
The writing
includes
many topics
and does not
express one
central idea
or opinion.
*Few
paragraphs
have a main
idea or the
main idea
does not go

23. with the central
idea of the
paper.
*The main idea
and details
within each
paragraph are
related.
*The conclusion
is about the
central idea.
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
related
*In some
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
with the central
idea of the
paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
Level of Insight
Describes how
effectively the
writer
communicates in
a manner that is
individualistic,
expressive and
engaging,
thereby,
revealing the
writer’s stance
toward the
subject.
The writing
reflects an
outstanding
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writer’s
conviction.
*The writing
always brings
the subject to
life.
The writing
reflects a
strong ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writer’s
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
The writing
reflects
developed
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writer’s
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
The writing
reflects a
limited ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writer’s
conviction
rarely is
apparent.
*The writing
rarely brings the
subject to life.
The writing
lacks an
apparent
voice.
* The writer’s
conviction
never is
apparent.
*The writing
does not bring
the subject to
life.
Adapted from: Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood
Cliffs,
NJ: Prentice Hall Regents
St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland
Rubric for Grading the Oral Presentation
Criteria 5 4 3 2 1
Content/Meaning *Conveys an *Conveys an *Conveys an *Conveys a *Conveys a

24. The extent to
which the
presentation
exhibits sound
understanding,
analysis and
explanation of the
subject matter.
accurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers
insightful and
thorough
analysis and
explanation in
support of the
topic
accurate and
complete
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers clear
and explicit
analysis and
explanation in
support of the
topic
accurate
although
somewhat
basic
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers partial
analysis and
explanation in
support of the
topic
partly accurate
understanding
of the topic,
audience and
the purpose for
the
presentation
* Offers limited
analysis or
superficial
explanation
that only
partially
support the
topic
confused or
largely
inaccurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers unclear
analysis or
unwarranted
explanations
that fail to
support of the
topic
Development of
Ideas
The extent to
which ideas are
elaborated using
specific and
relevant details
and/or evidence to
support the topic.
*Develops
ideas clearly
and fully,
effectively
integrating and
elaborating on
specific textual
evidence from
a variety of
sources.
*Effectively
discriminates
between
relevant and
irrelevant
information and
between fact
and opinion.
*Develops
ideas clearly
and
consistently,
incorporating
and explaining
specific textual
evidence from
a variety of
sources.
*Discriminates
between
relevant and
irrelevant
information and
between fact
and opinion.
*Develops
ideas more
fully than
others, using
relevant textual
evidence from
a variety of
sources.
*Attempts to
discriminate
between
relevant and
irrelevant
information and
between fact
and opinion.
*Develops
ideas briefly or
partially, using
some textual
evidence but
without much
elaboration.
*May contain a
mix of relevant
and irrelevant
information
and/or confuse
the difference
between fact
and opinion
*Attempts to
offer some
development of
ideas, but
textual
evidence is
vague,
repetitive or
unjustified.
*Contains
irrelevant
and/or
inaccurate
information
and/or confuse
the difference
between fact
and opinion
Fluency
The extent to
which the
presenter uses the
language with
ease with no
lapses on grammar
*Has complete
fluency in the
language such
that his speech
is fully
accepted by
educated
native
speakers.
*No
grammatical
lapses.
*Able to use
the language
fluently on all
levels normally
pertinent to
professional
needs. Can
participate in
any
conversation
within the
range of this
experience with
a high degree
of fluency.
*Errors in
grammar are
quite rare.
*Can discuss
particular
interests of
competence
with
reasonable
ease. Rarely
had to grope
for words.
*Control of
grammar is
good.
*Can handle
with confidence
but not with
facility.
*Can usually
handle
elementary
constructions
quite
accurately but
does not have
thorough or
confident
control of
grammar.
*Often has to
grope for
words.
*Errors in
grammar are
frequent.
Over-all Impact
The extent to
which the
presenter
pronounce the
words, voice
*Equivalent to
and fully
accepted by
educated
native
speakers.
*Errors in
pronunciation
are quite rare.
*Has a well-
modulated
voice.
*Errors in
pronunciation
never interfere
with
understanding
and accent may
*Accent is
intelligible
though often
quite faulty.
*Has speaking
vocabulary
*Errors in
pronunciation
are frequent.
*Speaking
vocabulary
inadequate to

25. quality, vocabulary,
and the utilization
of non-verbal cues.
*Has a
consistent well-
modulated
voice.
*Has eye-
contact all
throughout the
presentation
and uses other
non-verbal
cues precisely.
*With a high
degree of
precision of
vocabulary
*Has eye-
contact and
uses other non-
verbal cues
frequently.
be obviously
foreign.
*Voice quality is
not consistent.
*Vocabulary is
broad enough
that he rarely
grope for words
*Utilizes non-
verbal cues
rarely.
sufficient to
express
himself simply
with some
errors.
*The voice is
soft to be
heard by the
audience.
*Limited use of
non-verbal
cues.
express
anything.
*The voice is
very soft.
*Has no eye-
contact and
deals with
mannerisms.
Rubric for Grading the Term Papers
Criteria 5 4 3 2 1
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a strong
control and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally clear
and focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly related
to the theme,
or limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
connect ideas.
The writing
lacks clarity
and focus
and contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development
of content so
that no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability
to shape and
connect ideas.
Organization The The The The The

26. Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders
and arranges
events, ideas,
and/or details
within each
paragraph and
within the work
as a whole;
establishes
relationships
between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding and
compelling.
*Focus and
coherence
allow the writing
to flow smoothly
so that
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
*The writing
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
the flow is
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
not always clear
and has little
direction.
*Focus and
coherence falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few connections
are made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or
only vaguely
related to
opening.
organization
does not
develop the
central idea
or theme.
The writing
lacks
direction and
flow because
ideas, details,
or events are
presented in
random
order.
*The opening
is unclear and
has no
direction.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement
of events,
ideas, and/or
details.
*Transitions
are lacking so
that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected
or missing.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or
thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
with the central
idea of the
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
central idea of
the paper.
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
paragraphs
goes with the
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
related
*In some
The writing
includes
many topics
and does not
express one
central idea
or opinion.
*Few
paragraphs
have a main
idea or the
main idea
does not go
with the central
idea of the

27. paper.
*The main idea
and details
within each
paragraph are
related.
*The conclusion
is about the
central idea.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
Level of Insight
Describes how
effectively the
writer
communicates in
a manner that is
individualistic,
expressive and
engaging,
thereby,
revealing the
writer’s stance
toward the
subject.
The writing
reflects an
outstanding
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writer’s
conviction.
*The writing
always brings
the subject to
life.
The writing
reflects a
strong ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writer’s
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
The writing
reflects
developed
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writer’s
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
The writing
reflects a
limited ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writer’s
conviction
rarely is
apparent.
*The writing
rarely brings the
subject to life.
The writing
lacks an
apparent
voice.
* The writer’s
conviction
never is
apparent.
*The writing
does not bring
the subject to
life.
Adapted from: Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood
Cliffs,
NJ: Prentice Hall Regents
St. Paul’s Junior High School. Writing Analytic Scoring Rubric. St. John’s, Newfoundland
Rubric for Grading the Journal
Criteria 5 4 3 2 1
Content All the journal Most of the Some of the A few of the The writing does

28. entries engage
the reader with
worthwhile ideas
and an
interesting
presentation.
journal entries
engage the
reader with
worthwhile and
interesting
presentation.
writing engages
the reader with
worthwhile
ideas and
interesting
presentation.
journal entries
engage the
reader with
worthwhile
ideas and an
interesting
presentation
not engage the
reader.
Relevance All the journal
entries are
relevant and
timely.
Most of the
journal entries
are relevant and
timely.
Some of the
journal entries
are relevant and
timely.
A few of the
journal entries
are relevant
and timely.
All the journal
entries are not
relevant and
timely.
Language
Use
Are stylistically
sophisticated,
using language
that is precise
and engaging
and effectively
incorporate a
range of varied
sentence
patterns to
reveal syntactic
fluency.
Use language
that is fluent
and original and
incorporate
varied sentence
patterns that
reveal an
awareness of
different
syntactic
structures.
Use appropriate
language and
make some
attempt to
include different
sentence
patterns but
with awkward or
uneven
success.
Rely on basic
vocabulary and
reveal a limited
awareness on
how to vary
sentence
patterns and
rely on a limited
range of
syntactic
structures.
Use language
that is imprecise
and unsuitable,
incoherent and
inappropriate
and reveal a
confused
understanding of
how to write in
complete
sentences and
little or no ability
to vary sentence
patterns.
Level of
Insight
The writing
always reflects
the writer’s
conviction and
always brings
the subject to
life.
The writer’s
conviction is
often apparent
and the writing
frequently
brings the
subject to life.
The writer’s
conviction
occasionally is
apparent and
the writing
occasionally
brings the
subject to life.
The writer’s
conviction
rarely is
apparent and
the writing
rarely brings
the subject to
life.
The writer’s
conviction never
is apparent and
the writing does
not bring the
subject to life.
Rubric for Grading Group Tasks/Class Activities
Criteria 4
Exemplary
3
Accomplished
2
Developing
1
Beginning

29. Contribution All members
contribute equally,
and some even
contribute more
than was required.
All members
contribute equally.
All members
contribute, but
some contribute
more than others.
One or more
members do not
contribute.
Cooperation All members work
well together all of
the time; assist
others when
needed.
Members work well
together most of the
time.
Members work well
together some of
the time. Some
teacher
intervention
needed.
Teacher
intervention
needed often to
help group
cooperate.
On-Task Team is on task all
of the time.
Does not need any
teacher reminders.
Team is on task
most of the time.
Does not need any
teacher reminders.
Team is on task
some of the time.
Needs teacher
reminders
Team needs
frequent teacher
reminders to get on
task.
Communication Each member
listens well to
other members.
Each member
speaks in friendly
and encouraging
tones.
All members listen
to each other and
speak to each other
in equal amounts
Members need
some teacher
intervention to be
able to listen to
each other and
speak to each
other appropriately.
Members need
frequent teacher
intervention to
listen to each other
and speak to each
other appropriately.
Rubric for Grading Class Recitation
Grade Criteria/Descriptors
9-10 • Actively supports, engages, and listens to peers.
• Arrives fully prepared at every class session.
• Plays an active role in ongoing discussions.
• Comments advance level and depth of dialogue.
• Group dynamics and level of discussion are often better because of student’s
presence.
7-8 • Makes a sincere effort to interact with peers.
• Arrives mostly, if not fully, prepared.
• Participates constructively in ongoing discussions.
• Relevant comments are based on assigned material.
• Group dynamics and level of discussion are occasionally better but not worse
because of student’s presence.
5-6 • Limited interaction with peers.
• Preparation is inconsistent.
• When prepared, participates constructively in discussions.
• When prepared, relevant comments are based on assignments.
• Group dynamics and level of discussion are sometimes disrupted by
candidate’s presence.
3-4 • Virtually no interaction with peers.
• Rarely or never prepared.
• Comments vague if given, frequently demonstrates lack of interest.
• Demonstrates a noticeable lack of interest on occasion.
• Group dynamics and level of discussion are often disrupted by student’s
presence.
Rubric for Grading Assignments
Criteria 5
Exemplary
4
Meet
3
Developing
2
Poor
0
Not Apparent

30. Expectations
Content Gives very
specific
information.
Addressed all of
the assignment
components.
Clearly
illustrates critical
and reflective
thinking.
Well thought out
response.
Contains specific
information.
Addressed all of
the assignment
components. Is
relatively
detailed. Shows
some critical and
reflective
thinking.
Relatively well
thought out
response
Has some
specific
information.
Addressed
many of the
assignment
components.
Not detailed.
Poorly thought
out response.
Is vague and
does not
address all
assignment
components. No
evidence of
having given the
assignment real
thought.
No assignment
submitted or
submitted late.
Technical Execution is
excellent. No
grammar or
writing errors.
Reads easily. Is
well organized.
Well executed.
Few grammar or
writing errors.
Reads easily.
Is fairly well
organized.
Execution is
poor. Many
grammar or
writing errors.
Hard to read.
Poorly
organized.
Falls short of
the required
length for the
assignment.
Very poorly
written. Very
difficult to read.
No organization
is evident.
Reads like a last
minute effort.
No assignment
submitted or
submitted late.