BHS 9th Grade ELA

District Wide Standards Based Assessment Rubric Grades 9/10

Criteria

Ratings

4.0 pts The response is consistently and purposely focused. Controlling idea is clearly stated and strongly maintained, as well as introduced and communicated clearly

3.0 pts The response is adequately sustained and generally focused. Focus is clear and for the most part maintained, though some loosely related material may be present. Some context for the controlling idea is adequate within the purpose, audience, and task. 3.0 pts The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected. The response includes adequate use of transitional strategies with some variety; adequate progression of ideas; adequate introduction and conclusion; and adequate, if slightly inconsistent, connection among ideas. adequate evidence for the writer's claim that includes use of sources, facts, and details. Some of the evidence from sources is integrated, though citations may be general or imprecise. 3.0 pts The response provides

2.0 pts The response is somewhat sustained and may have a minor drift in focus. The focus may be insufficiently sustained or the controlling idea may be unclear and somewhat unfocused.

1.0 pts The response may be related to the topic but may provide little or no focus because it is very brief and/or has a major drift. The focus may be confusing or ambiguous.

Statement of Purpose/Focus

Mastery: 3.0 pts

within the purpose, audience, and task.

4.0 pts The response has a clear and effective organizational structure creating unity and completeness. This includes an effective and consistent use of transitions; a logical progression of ideas; an effective introduction and conclusion for audience and purpose; and strong connections among ideas with some syntactic variety. 4.0 pts The response provides thorough and convincing evidence for the controlling idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant through use of evidence from sources that is cited, 4.0 pts Response effectively uses a variety of elaborative techniques. 4.0 pts The response clearly and effectively expresses ideas using precise language. The use of academic and domain-specific vocabulary is clearly appropriate for the smoothly integrated, comprehensive, and concrete.

2.0 pts The response has an inconsistent

2.0 pts The response has an

Organization

inconsistent organizational structure. Evident flaws may include inconsistent use of transitional strategies and little variety; uneven progression of ideas; conclusion and introduction, if present, are weak; and there is a weak connection among ideas. 1.0 pts The response provides minimal evidence for the writer's claim and includes little or no use of sources, facts, and details. The use of evidence from sources is minimal, absent, in error, or irrelevant.

organizational structure. Evident flaws may include inconsistent use of transitional strategies and little variety; uneven progression of ideas; conclusion and introduction, if present, are weak; and there is a weak connection among ideas. 2.0 pts The response provides uneven, cursory evidence for the writer's claim that includes partial or uneven use of sources, facts, and details. The evidence is weakly integrated, and citations, if present, are uneven. 2.0 pts Response weakly or unevenly uses elaborative techniques. 2.0 pts The response expresses ideas unevenly, using simplistic language. The use of domain-specific vocabulary may at times be inappropriate for the

Mastery: 3.0 pts

Evidence

Mastery: 3.0 pts

3.0 pts Response adequately uses some elaborative techniques.

1.0 pts Use of elaborative techniques is absent, in error, or irrelevant.

Elaboration

Mastery: 3.0 pts

3.0 pts The response adequately expresses ideas, employing a mix of precise with more general language. The use of domain-specific vocabulary is generally appropriate for the

1.0 pts The response's expression of ideas is vague, lacks clarity, or is confusing. There is limited use of language or domain-specific vocabulary, and/or there is

Precision of Language

159