Assessment Rubric
Student Name: __________________________________ Assignment: _____________________________________
I.C.E. Writing Rubric: -
CRITERIA 4 3 2 1 0
Rephrases the question by Restates based on the given Restates directly from the Partially restates the question Does not restate the question.
reorganizing syntax (sentence question and replaces most or given question, appropriately by using all vague pronouns
structure) to avoid all vague pronouns with transforming the question into (i.e. it, she, he, there, etc.),
awkward/unnatural phrasing character names or specific a statement. Overreliance on which eliminates the
and add sentence fluency. places/objects (proper nouns), direct translation causes vague appropriate context for an
Restate Replaces all vague pronouns which demonstrates pronouns, opinion writing with outside / uniformed audience.
with character names or understanding of the first person personal pronouns Omits necessary words or
Question specific places/objects and question’s relation to the text. (i.e. “I think” or “I agree”) and adds extraneous words that
adds proper nouns to clarify Does not include any first redundancies (i.e. “yes” or affect the comprehension,
and contextualize question. person personal pronouns (i.e. “no”) clarity, and fluency of the
Does not include any first “I”) or redundancies (i.e. restatement. May include first
I
person personal pronouns (i.e. “yes,” “no”). person personal pronouns (i.e.
“I”) or redundancies (i.e. “I” or “my”) and redundancies.
“yes,” “no”).
Clearly provides an insightful Clearly provides a relevant Provides an interpretation, Communicates an idea Does not answer the question
and thorough interpretation, interpretation, claim, or claim, or inference of the text through text language (often in any capacity. “I” section left
claim, or inference. inference. Idea may lack that follows generally from the unquoted) rather than original as a fragment (incomplete
Understands shades of development or critical task and purpose. Basic phrasing. Overreliance on text sentence) because restated
Content & meaning for synonym thinking due to reliance on synonym substitution may vocabulary causes question leads directly into
Text Analysis substitutions, makes literal comprehension of the dominate original language redundancies between idea text evidence. Introduces an
intratextual connections, uses text. Demonstrates grade- (i.e. “happy” to “joyful”). and text evidence. Original idea in a manner that does not
summarizing/paraphrasing to appropriate comprehension of Demonstrates a confused, writing is nonexistent or logically follow from the task
convert text to original the text. vague, or overly simplistic merely connects the key and purpose. Demonstrates a
language. Develops idea comprehension of the text. pieces of text language that lack of comprehension of the
W.2 & R.1-9 through multiple sentences, form the idea. Demonstrates text or the task.
not run-ons. Demonstrates little understanding pf the
comprehension and analysis of text.
the text.
Supports and develops the Supports and develops the Partially supports the idea by Demonstrates an attempt to Provides no text evidence or
idea with at least two well- idea with at least one relevant providing vague text details use text evidence, but only provides text evidence that is
chosen, specific text details and specific text detail (i.e. via excessiveness (i.e. quoted develops ideas with minimal, completely irrelevant (i.e.
(i.e. facts, definitions, quotes, fact, definition, quote, etc.). paragraphs) or minimalism out-of-context text details details taken from scene or
etc.). Identifies and Direct quotes are (i.e. chosen quote only which are generally invalid or chapter unrelated to task).
C
Command of incorporates the strongest contextualized, specific, and restates basic idea). Direct irrelevant. Direct quotes may May involve academic
Text Evidence pieces of text evidence (R.8.1). abridged appropriately. quotes may be misquoted due be misquoted due to spelling dishonesty through the use of
Direct quotes are Includes proper attribution to spelling errors or word errors, word omission, or extra quotation marks around
contextualized (i.e. speaker (i.e. page number at end of omission/extra word inclusion. word inclusion. May not original, student language to
W.2 & R.1-8 identified for dialogue) and sentence(s) via parentheses). Attempts proper attribution include page numbers. falsify direct quotes. Does not
specific (i.e. abridged (i.e. page numbers tacked on include page numbers.
appropriately via ellipses). to transitional phrase,
Includes proper attribution resulting in wordiness rather
(i.e. page number at end of than the intended specificity).
sentence(s) via parentheses).
Assessment Rubric
E
Provides an insightful and Provides a relevant concluding Provides a basic concluding Provides a concluding Provides no concluding
thorough concluding statement that partially statement that generally statement that is illogical or statement or the concluding
Explanation statement that specifically and connects idea to some of the follows from the idea/topic unrelated to the idea and text statement restates idea.
thoughtfully connects the idea text evidence presented. and text evidence presented. evidence presented. May rely
to all chosen text evidence. May reference new, on new information not cited
W.2 unexplained information to in idea or text evidence.
make connection clear.
Includes transitions derived Includes transitions derived Includes at least one transition Includes transitions external to Does not include any
from direct instruction for from direct instruction for from direct instruction. direction instruction. External transitional phrases. All direct
both “C” and “E” sections. both “C” and “E” sections. Transitions may introduce transitions may include first quotes are drop quotes. Does
Adds specificity to those Conjoining transitions quotes and text details with person personal pronouns (i.e. not include multiple I.C.E.
provided transitions by between two pieces of text redundancy (i.e. “According to “To support my idea,” etc.). sections.
substituting common nouns evidence may be general and the text, it states…”) or May be missing a transition for
Coherence and with proper nouns (i.e. not task-specific (i.e. “Also” or without proper add-ons (i.e. one section. When applicable,
“According to the text”
Organization “Furthermore” instead of “In speaker not identified before conjoining transitions between
“According to Part Six of contrast,” when presented character/narrator dialogue multiple pieces of text
Wonder”). Connects at least with a compare/contrast direct quote). May lack proper evidence may be nonexistent.
W.2, L.3, & L.6 two pieces of text evidence prompt). May be missing punctuation (comma usage). I.C.E. sequencing is not clear;
through task-appropriate correct comma usage. Includes Conjoining transitions sections are jumbled or idea is
transitions (i.e. “In addition,” basic I.C.E. sequencing. between multiple pieces of lost. May be missing one I.C.E.
“Therefore,” or “In contrast,”). text evidence may be section.
Includes correct comma usage nonexistent or illogical.
and easy-to-follow I.C.E. Original language may be
sequencing. present in “C” sentence.
Demonstrates grade- Demonstrates grade- Demonstrates emerging Demonstrates a lack of the Writing is minimal or entirely
appropriate command of the appropriate command of the command of the conventions conventions of standard missing, making assessment of
Control of Conventions conventions of standard conventions of standard of standard English grammar, English grammar, usage, conventions unreliable.
English grammar, usage, English grammar, usage, usage, capitalization, capitalization, punctuation,
capitalization, punctuation, capitalization, punctuation, punctuation, and spelling with and spelling with frequent
W.2, L.1, & L.2 and spelling with minimal and spelling with occasional some errors that may hinder errors that hinder
errors. errors that do not hinder comprehension. comprehension.
comprehension.
Targeted skill appears Targeted skill appears Targeted skill appears Targeted skill partially appears Targeted skill is not present in
consistently, accurately, and appropriately with minor generally with occasional with frequent errors. any form or capacity.
Mini- thoughtfully. Demonstrates errors (i.e. punctuation). errors. Demonstrates basic Demonstrates minimal
Lesson #1 thorough understanding of Demonstrates grade- awareness of when and how awareness of when and how
when and how to apply it. appropriate comprehension of to apply it. to apply it.
when and how to apply it.
Targeted skill appears Targeted skill appears Targeted skill appears Targeted skill partially appears Targeted skill is not present in
consistently, accurately, and appropriately with minor generally with occasional with frequent errors. any form or capacity.
Mini- thoughtfully. Demonstrates errors (i.e. punctuation). errors. Demonstrates basic Demonstrates minimal
Lesson #2 thorough understanding of Demonstrates grade- awareness of when and how awareness of when and how
when and how to apply it. appropriate comprehension of to apply it. to apply it.
when and how to apply it.
COMMENTS: POSSIBLE SCORE FINAL GRADE
POINTS
_______ / ________
Assessment Rubric
