Grades 6–10 Literary Analysis Task (LAT) and Research Simulation Task (RST) Scoring Rubric
Construct
Measured Score Point 4
The student response
• demonstrates full
comprehension of ideas
stated explicitly and
inferentially by providing an
accurate analysis;
• addresses the prompt and
provides effective and
comprehensive development
of the claim or topic that is
Reading consistently appropriate to
Comprehension the task, purpose, and
and audience;
Written
Expression • uses clear reasoning
supported by relevant text-
based evidence in the
development of the claim or
topic;
• is effectively organized with
clear and coherent writing;
• establishes and maintains an
effective style.
Knowledge
of
Language
and
Conventions
Score Point 3
The student response
• demonstrates comprehension • demonstrates basic
of ideas stated explicitly and/or comprehension of ideas
inferentially by providing a
mostly accurate analysis;
• addresses the prompt and
provides mostly effective
development of the claim or
topic that is mostly
appropriate to the task,
purpose, and audience;
• uses mostly clear reasoning
supported by relevant text-
based evidence in the
development of the claim or
topic;
• is organized with mostly clear
and coherent writing;
• establishes and maintains a
mostly effective style.
The student response
demonstrates full command of
the conventions of standard
English at an appropriate level of
complexity. There may be a few
minor errors in mechanics,
grammar, and usage, but
meaning is clear.
Score Point 2 Score Point 1 Score Point 0
The student response The student response The student response
• demonstrates limited • demonstrates no
comprehension of ideas comprehension of ideas by
stated explicitly and/or stated explicitly and/or providing an inaccurate or
inferentially by providing a inferentially by providing a no analysis;
generally accurate analysis; minimally accurate analysis;
• addresses the prompt and • addresses the prompt and • is undeveloped and/or
provides some development provides minimal development inappropriate to the task,
of the claim or topic that is of the claim or topic that is purpose, and audience;
somewhat appropriate to limited in its
the task, purpose, and appropriateness to the task,
audience; purpose, and audience;
• uses some reasoning and • uses limited reasoning and • includes little to no text-
text-based evidence in the text-based evidence; based evidence;
development of the claim or
topic;
• demonstrates some • demonstrates limited • lacks organization and
organization with somewhat organization and coherence; coherence;
coherent writing;
• has a style that is somewhat • has a style that is minimally • has an inappropriate style.
effective. effective.
The student response The student response The student response does not
demonstrates some command of demonstrates limited command demonstrate command of the
the conventions of standard of the conventions of standard conventions of standard English
English at an appropriate level of English at an appropriate level of at the appropriate level of
complexity. There may be errors complexity. There may be errors complexity. Frequent and
in mechanics, grammar, and in mechanics, grammar, and varied errors in mechanics,
usage that occasionally impede usage that often impede grammar, and usage impede
understanding, but the meaning understanding. understanding.
is generally clear.