Rubrics for Writing Assessment

Rubrics are composed of four basic parts. In its simplest form, the rubric includes:
- A task description. The outcome being assessed or instructions students received for an assignment.
- The characteristics to be rated (rows). The skills, knowledge, and/or behavior to be demonstrated.
- Levels of mastery/scale (columns). Labels used to describe the levels of mastery should be tactful but clear.
Commonly used labels include:

 Not meeting, approaching, meeting, exceeding

 Exemplary, proficient, marginal, unacceptable
 Advanced, intermediate high, intermediate, novice.
 1, 2, 3, 4
- The description of each characteristic at each level of mastery/scale (cells).

Developing Your Rubric as a Class

Step 1: Identify what you want to assess
Step 2: Identify the characteristics to be rated (rows)
- Specify the skills, knowledge, and/or behaviors that you will be looking for.
- Limit the characteristics to those that are most important to the assessment.
Step 3: Identify the levels of mastery/scale (columns).
Tip: Aim for an even number (4 or 6) because when an odd number is used, the middle tends to become the
"catch-all" category.
Step 4: Describe each level of mastery for each characteristic (cells).
- Describe the best work you could expect using these characteristics. This describes the top category.
- Describe an unacceptable product. This describes the lowest category.
- Develop descriptions of intermediate-level products for intermediate categories.
Important: Each description and each category should be mutually exclusive.
Step 5: Test rubric.
- Apply the rubric to the assignment.
Tip: It is often useful to establish the minimum score needed for the student work to be deemed passable. For
example, faculty members may decided that a "1" or "2" on a 4-point scale (4=exemplary, 3=proficient,
2=marginal, 1=unacceptable), does not meet the minimum quality expectations. They may set their criteria for
success as 90% of the students must score 3 or higher. If assessment study results fall short, action will need
to be taken.
Step 6: Discuss with peers and instructor. Review feedback and revise.
 Six Trait Essay Scoring Guide

Traits 100-90 89-70 69-0

The paper has no clear sense

This paper is clear and
The writer is beginning to of purpose or central theme.
focused. It holds the reader's
Ideas and define the topic, even though To find meaning in the text,
attention. Relevant anecdotes
Content development is still too the reader must make
and details enrich the central
general. inferences based on sketchy
theme or story line.
details.

The organization enhances and

showcases the central idea or The writer lacks a clear sense
The organizational structure is
storyline. The order, structure, of direction. Ideas, details, and
strong enough to move the
Organization and presentation of events seem strung together in
reader through the text without
information are compelling, so a loose or random fashion.
much confusion.
the reader moves through the There is no internal structure.
text.

The writer seems indifferent,

The writer speaks directly to
uninvolved or distanced from
the reader in a way that is
The writer seems sincere, but the topic and/or the audience.
individualistic, expressive, and
not fully involved in the topic. As a result, the writing is
Voice engaging. The writer is
The result is pleasant, but not lifeless or mechanical.
involved in the text, sensitive
compelling. Depending on the topic, it may
to the needs of the audience,
be overly technical or
and writing to be read.
jargonistic.

The language is functional,

Words convey the intended even though it lacks punch. It The writer struggles with a
Word
message in a precise, is easy to figure out the limited vocabulary, searching
Choice interesting and natural way. writer's meaning on a general for words to convey meaning.
level.

The writing has an easy flow

The text hums along with a
and rhythm when read aloud.
steady beat, but tends to be The reader has to practice to
Sentence Sentences are well built, with
more pleasant or businesslike give this paper a fair
Fluency strong and varied structure
than musical, more interpretive reading.
that invites expressive oral
mechanical than fluid.
reading.

The writer demonstrates a

good grasp of standard writing The writer shows reasonable
conventions. Grammar, control over a limited range of Errors in spelling, punctuation,
capitalization, punctuation, standing writing conventions. usage, grammar, capitalization
usage, spelling and Conventions are sometimes and/or paragraphing
Conventions paragraphing enhance handled well and enhance repeatedly distract the reader.
readability. The reader can readability. At other times, The text is very difficult to
easily overlook a few minor errors are distracting and read.
errors unless hunting for them impair readability.
specifically.
 Primary Trait Scoring Rubric for Technical Writing

Trait Exceptional Acceptable Amateur Unsatisfactory

Content  Writing is purposeful with logic  Maintains clear logical  Subject/position is vague with no unifying  Insufficient writing to show that
maintained throughout. subject/position. statement. criteria are met.
 Drifts or has lapses in logic.
 Paper consists of repetitions and
redundancies.
Support  All major points fully developed  All key points developed and  Some key points are developed by specific  Insufficient or repetitious
and supported evenly by specific supported by specific detail; some detail; some may be general and some may writing that fails to develop key
detail throughout the paper (e.g. key points may be less developed lack depth. points.
explanation, evidence, examples, than others (not even or balanced).  Supporting evidence is minimal and/or not
figures, tables and/or graphs).  Supporting evidence illustrates the easily interpreted.  Lacks supporting evidence
 Supporting evidence is key points but lacks depth. and/or supporting evidence is
understandable and well- unrelated to key points.
organized.
Organization  Structure is clear, appropriate and  Structure is clear and appropriate  Structure is evident.  Structure is missing or
effective. to purpose.  May have inappropriate or intrusive attempted but not obvious to the
 All paragraphs are appropriate and  Most major points are transitions that disrupt the progression of reader.
purposeful. appropriately paragraphed. ideas.  Limited evidence of appropriate
 Coherence (paragraph to  Coherence (paragraph to  Some major points appropriately paragraphed. paragraphing.
paragraph) and cohesion (sentence paragraph) and cohesion (sentence  Has coherence (paragraph to paragraph) but  Little structure within
to sentence) are effectively to sentence) are demonstrated with lacks cohesion (sentence to sentence) or vice paragraphs.
demonstrated throughout paper. appropriate transitions. versa.  May have one or more major
 All points are logically presented  Most points logically presented and  May have one or more minor digressions. digressions.
and interrelated. organized.
Focus (applies  Clearly sets purpose of paper  Clearly sets purpose of paper  Subject/position identified by only a brief,  Subject/position (or issue)
to theses, term through introduction or overview. through introduction or overview. general introductory statement. is unclear.
papers and  Effective conclusion that relates to  Clear conclusion.  Conclusion is absent or only a verbatim
essays) introduction and unifies the reiteration of the introduction.
writing.

Primary Trait Scoring Rubric for Writing Mechanics

Trait Exceptional Acceptable Amateur Unsatisfactory

Sentences and  Usage of sophisticated sentence  Simple and some complex  Sentence structure is usually correct.  Sentences do not make sense.
paragraphs patterns. sentences are used.  Simple sentences are used.  No paragraphing.
 Paragraphs indicate shift in thought  Some paragraphing to show  Little attempt made to paragraph writing.
and are used to make sequence of sequence of events/ideas.
events clear.
Word choice  Words are used correctly and  Acceptable vocabulary.  Simple vocabulary.  Incorrect vocabulary.
precisely.  Words are technologically
appropriate.
Spelling  Spelling is correct, including  Spelling is generally accurate.  Frequent spelling errors.  Spelling errors interfere with
complex and irregular words. understanding.
Punctuation  A range of punctuation including  Periods and capitals are used  Frequent punctuation errors.  Insufficient or lacks punctuation.
commas, apostrophes, colons and correctly and punctuation is  Incorrect use of capital letters.
semicolons is used accurately and beginning to be used within the
effectively. sentence.