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
This paper is clear and
focused. It holds the reader's
Ideas and
attention. Relevant anecdotes
Content
and details enrich the central
theme or story line.
The organization enhances and
showcases the central idea or
The organizational structure is
storyline. The order, structure,
Organization and presentation of
reader through the text without
information are compelling, so
the reader moves through the
text.
The writer speaks directly to
the reader in a way that is
individualistic, expressive, and
Voice engaging. The writer is
involved in the text, sensitive
to the needs of the audience,
and writing to be read.
Words convey the intended
Word
message in a precise,
Choice interesting and natural way.
The writing has an easy flow
and rhythm when read aloud.
Sentence Sentences are well built, with
Fluency strong and varied structure
that invites expressive oral
reading.
The writer demonstrates a
good grasp of standard writing
conventions. Grammar,
capitalization, punctuation,
usage, spelling and
Conventions paragraphing enhance
readability. The reader can
easily overlook a few minor
errors unless hunting for them
specifically.
89-70
The writer is beginning to
define the topic, even though
development is still too
general.
strong enough to move the
much confusion.
The writer seems sincere, but
not fully involved in the topic.
The result is pleasant, but not
compelling.
The language is functional,
even though it lacks punch. It
is easy to figure out the
writer's meaning on a general
level.
The text hums along with a
steady beat, but tends to be
more pleasant or businesslike
than musical, more
mechanical than fluid.
The writer shows reasonable
control over a limited range of
standing writing conventions.
Conventions are sometimes
handled well and enhance
readability. At other times,
errors are distracting and
impair readability.
69-0
The paper has no clear sense
of purpose or central theme.
To find meaning in the text,
the reader must make
inferences based on sketchy
details.
The writer lacks a clear sense
of direction. Ideas, details, and
events seem strung together in
a loose or random fashion.
There is no internal structure.
The writer seems indifferent,
uninvolved or distanced from
the topic and/or the audience.
As a result, the writing is
lifeless or mechanical.
Depending on the topic, it may
be overly technical or
jargonistic.
The writer struggles with a
limited vocabulary, searching
for words to convey meaning.
The reader has to practice to
give this paper a fair
interpretive reading.
Errors in spelling, punctuation,
usage, grammar, capitalization
and/or paragraphing
repeatedly distract the reader.
The text is very difficult to
read.

Trait Exceptional
Content  Writing is purposeful with logic
maintained throughout.
Support  All major points fully developed
and supported evenly by specific
detail throughout the paper (e.g.
explanation, evidence, examples,
figures, tables and/or graphs).
 Supporting evidence is
understandable and well-
organized.
Organization  Structure is clear, appropriate and
effective.
 All paragraphs are appropriate and
purposeful.
 Coherence (paragraph to
paragraph) and cohesion (sentence
to sentence) are effectively
demonstrated throughout paper.
 All points are logically presented
and interrelated.
Focus (applies  Clearly sets purpose of paper
to theses, term through introduction or overview.
papers and  Effective conclusion that relates to
essays) introduction and unifies the
writing.
Trait Exceptional
Sentences and  Usage of sophisticated sentence
paragraphs patterns.
 Paragraphs indicate shift in thought
and are used to make sequence of
events clear.
Word choice  Words are used correctly and
precisely.
Spelling  Spelling is correct, including
complex and irregular words.
Punctuation  A range of punctuation including
commas, apostrophes, colons and
semicolons is used accurately and
effectively.
Primary Trait Scoring Rubric for Technical Writing
Acceptable
 Maintains clear logical
subject/position.
 All key points developed and
supported by specific detail; some
key points may be less developed
than others (not even or balanced).
 Supporting evidence illustrates the
key points but lacks depth.
 Structure is clear and appropriate
to purpose.
 Most major points are
appropriately paragraphed.
 Coherence (paragraph to
paragraph) and cohesion (sentence
to sentence) are demonstrated with
appropriate transitions.
 Most points logically presented and
organized.
 Clearly sets purpose of paper
through introduction or overview.
 Clear conclusion.
Primary Trait Scoring Rubric for Writing Mechanics
Acceptable
 Simple and some complex
sentences are used.
 Some paragraphing to show
sequence of events/ideas.
 Acceptable vocabulary.
 Words are technologically
appropriate.
 Spelling is generally accurate.
 Periods and capitals are used
correctly and punctuation is
beginning to be used within the
sentence.
Amateur
 Subject/position is vague with no unifying
statement.
 Drifts or has lapses in logic.
 Paper consists of repetitions and
redundancies.
 Some key points are developed by specific
detail; some may be general and some may
lack depth.
 Supporting evidence is minimal and/or not
easily interpreted.
 Structure is evident.
 May have inappropriate or intrusive
transitions that disrupt the progression of
ideas.
 Some major points appropriately paragraphed.
 Has coherence (paragraph to paragraph) but
lacks cohesion (sentence to sentence) or vice
versa.
 May have one or more minor digressions.
 Subject/position identified by only a brief,
general introductory statement.
 Conclusion is absent or only a verbatim
reiteration of the introduction.
Amateur
 Sentence structure is usually correct.
 Simple sentences are used.
 Little attempt made to paragraph writing.
 Simple vocabulary.
 Frequent spelling errors.
 Frequent punctuation errors.
Unsatisfactory
 Insufficient writing to show that
criteria are met.
 Insufficient or repetitious
writing that fails to develop key
points.
 Lacks supporting evidence
and/or supporting evidence is
unrelated to key points.
 Structure is missing or
attempted but not obvious to the
reader.
 Limited evidence of appropriate
paragraphing.
 Little structure within
paragraphs.
 May have one or more major
digressions.
 Subject/position (or issue)
is unclear.
Unsatisfactory
 Sentences do not make sense.
 No paragraphing.
 Incorrect vocabulary.
 Spelling errors interfere with
understanding.
 Insufficient or lacks punctuation.
 Incorrect use of capital letters.