{Personal} {Persuasive} {Research} {Comparison & Contrast}8th Grade MCAS Rubric {Tom Sawyer Scrapbook}
Poetry Assessment Task

Criteria	Professional 4	Proficient 3	Acceptable 2	Unacceptable 1
Content	Advanced poetic meaning with vivid imagery using a variety of poetic devices throughout	Meaningful, effectively created imagery and feelings using at least 2 poetic devices	Some meaning, feelings and imagery apparent; only one poetic device used	Very limited meaning, feelings, and imagery apparent; no poetic devices used
Following Directions	Very effectively adhered to poem rules & guidelines	Effectively adhered to poem rules & guidelines	Somewhat adhered to poem rules & guidelines	Poems do not adhere to rules & guidelines
Vocabulary	Very high level vocab; vividly descriptive choice of words; good figurative language used	Adequate use of words with some descriptive and figurative language	Too much slang; unclear meaning; little description and figurative language	Inadequate vocab; no figurative language
Organization	Very well organized poems; in booklet form with cover & pages neatly secure	Adequately organized poems; pages neat and secure with a cover	Some organization of poems; no cover; simply stapled; may have inappropriate paper for final copy	Limited organization; unsecured pages; tears or inappropriate paper for final copy
Mechanics of Writing	No errors	Almost no errors	Some errors but do not interfere with meaning	Multiple errors; meaning is confusing or lost
Creativity	Very clever; original; poetic feelings & creativity; many illustrations	Displays creative thinking; some poetic feelings; some illustrations	Limited creative thinking; limited poetic feelings; very few illustrations	Lacks creativity; no illustrations;Very simple expression
Due Date	On time	One day late	Two days late	Three/more days late

Criteria	Professional	Proficient	Acceptable	Unacceptable
Introduction	Sophisticated explanation of what, where, and when achievement occurs	Clear explanation of what, where, and when achievement occurs	Reasonable explanation but missing information and vagueness or confusion	Little or no explanation of what, where, or when achievement occurs
Organization	Excellent planning and well organized	Logical sequence and order evident throughout	Some sequence and order of events	No sequencing of events or order
Sentence Structure & Paragraph Development	Consistent use of complete complex sentences. Correct and skillful use of paragraphs with transitions.	Complete, complex, and varied sentences. Correct use of paragraphs.	Complete, simple awkward sentences. Limited use of paragraphs	No paragraphing Run on and/ or fragment sentences
Details	Skillful and extensive use of powerful details	Details used consistently throughout	Limited use of meaningful details	No details
Word choice	Use of colorful, vivid, descriptive words- figurative and sensory language	Use of effective and descriptive words	Plain words accurately used	Incorrect and ineffective use of words
Mechanics of Writing	No errors	Almost no errors	Some errors but do not interfere with clarity and fluency	Multiple errors interfere with clarity and fluency
Formatting of written presentation	Neat, professional; attractive extra care to details; double spaced; proper indentation	Neat, easy to read throughout; double spaced; quality print; 0-1 space problem; 0-1 indentation problem	Sometimes hard to read; some messy areas; double spaced; draft quality; 2 space problems; 2 indentation problems OR Single spaced	Sloppy; hard to read; crossed-out; careless throughout; single spaced; draft quality; 3+ space problems; 3+ indentation problems

RUBRIC FOR PERSUASIVE WRITING
Criteria	Novice 1	Apprentice 2	Practitioner 3	Expert 4
APPEARANCE	-Untidy pages, cross-outs, or white out markings -Less than one page double spaced or handwritten -Little or no heading	-Some erasures, cross-outs, or white out used -Some pages are somewhat untidy -1 page double spaced or handwritten -Heading incomplete -Incorrect font size	-Pages are neat, uniform, and bound together securely -1-2 pages doubled spaced or handwritten -Heading is complete -Font size is 11-12 pt.	-Very neat, typed, or computer generated -1-2 pages double spaced using 11-12 pt. font size -Sophisticated creative heading and format
PERSUASIVE TECHNIQUES	-Little or no persuasive techniques used -Confusing and disorganized thoughts -Demonstrates little or no understanding about persuasive writing	-Some persuasive techniques used -Ineffective use of logical order of techniques -1-2 examples to illustrate points	-Effective use of persuasive techniques -Logical and effective use of order -Effective use of three examples to illustrate points	-Very effective use of 3 persuasive techniques -Very effective use of logical order of techniques -Very effective use of 3 or more examples to illustrate points
PARAGRAPHS	-Incomplete sentences -Unclear, disorganized -No use of mechanics of writing -Only one or two sentences -Inappropriate use or no use of paragraphing format	-Some main ideas and details are incomplete or missing -Some sentences are incomplete and disorganized -3 or 4 sentences written	-Organized paragraphs with a clear main idea and at least 3 supporting details -Complete sentences are used	-Well written sentences with effective detailed facts to support opinions -Creative, concise, and sophisticated language
INTRODUCTION & CONCLUSION	-No use of mechanics of writing -Missing or incomplete -Disorganized ideas -One or two sentences -No evidence of understanding of persuasive writing	-Partially organized -Some points have been addressed -3 or 4 sentences -Some may be incomplete -Some significant errors in mechanics -Some evidence of understanding of persuasive writing	-Organized and complete sentences -Shows broad understanding of persuasive writing	-Very well organized paragraphs -Sophisticated and insightful ideas and conclusions -A deep understanding of persuasive writing -Outstanding use of language
MECHANICS OF WRITING	-Significant errors in mechanics of writing (spelling, capitalization, and punctuation)	-Mechanics of writing has some significant errors (spelling, capitalization, and punctuation)	-Mechanics of writing are used properly (spelling, capitalization, and punctuation)	-Accurate use mechanics of writing (spelling, capitalization, and punctuation)
PRESENTATION	-No presentation given but some preparation OR -Unprepared -Very ineffective use of voice and body language	-Some evidence practice of reading with some errors -Ineffective use of voice and body language	-Rehearsed in reading almost no errors in reading -Effective use of voice and body language	-Very effective use of voice and body language -Well prepared and rehearsed -Audience captivating

Research Project Assessment Rubric

Criteria	Awesome	Admirable	Acceptable	Amateur
Organization	-Reflects an organizational structure appropriate to assignment -Uses engaging beginning & thoughtful ending -Moves smoothly from one idea to the next -Clearly focused	-Reflects an organizational structure appropriate to assignment -Uses an appropriate beginning & ending -Primarily focused around a controlling idea or thesis -Most of the time moves smoothly from one idea to the next	-Reflects some organizational structure appropriate to assignment -Ideas, information or data not presented coherently and transitions not always smooth -Conclusion not supported by data or information	-Lacks clear organization or organizational structure inappropriate -Lacks beginning & ending or is inappropriate -Lacks focus around controlling ideas or thesis -Does not move smoothly from one idea to the next
Content Accuracy	-Provides specific, accurate, precise information or data -Draws thoughtful conclusions supported by information or data -Uses precise & accurate vocabulary	-Provides primarily specific, accurate, precise, information or data with few generalities -Draws conclusions supported by information or data -Uses effective & appropriate vocabulary -Reflects consideration of importance, value or impact of assignment	-Sometimes provides specific, accurate, precise, information or data with several generalities -Many conclusions not supported by information or data -Some ineffective & inappropriate vocabulary -Somewhat reflects consideration of importance, value or impact of assignment	-Provides little specific information or data or provides information or data which is inaccurate -Draws no conclusions or draws conclusions which are unsupported by information or data -Use of ineffective or inappropriate vocabulary
Research	-Utilizes a wide variety of sources appropriate to the study -Utilizes credible, timely sources -Adheres precisely to project guidelines	-Utilizes a variety of sources appropriate to the study -Utilizes credible, timely sources -Adheres consistently to project guidelines	-Utilizes some variety of sources appropriate to the study -Some sources are credible & timely -Some adhesion to project guidelines	-Lacks a variety of sources appropriate to the study assignment -Uses resources which lack credibility or are not timely -Shows little or no evidence of adhesion to project guidelines
Creativity	-Extremely clever & presented with originality -A unique approach that truly enhanced project	-Clever at times, thoughtfully & uniquely presented	-Added a few original touches to enhance project but did not incorporate it throughout	-Little creative energy used during this project; was bland, predictable & lacked “zip”
Conventions of Language	-Uses varied and structurally correct sentences -Uses correct mechanics & usage	-Uses structurally correct sentences with some sentence variety -Uses correct mechanics & usage	-Uses sentence structure or usage & mechanics with multiple errors but does not interfere with understanding & communication	-Uses sentence structure or usage & mechanics with multiple errors interfere with understanding & communication

Rubric for Comparison and Contrast Essay

Criteria	Exemplary 4	Accomplished 3	Developing 2	Beginning 1	Score
Organization	Clearly identifies objective in 1^st paragraph; identifies titles, authors, genres. Identifies significant categories to be compared & contrasted. Addresses each point in the order stated. Uses transitions/linking words between paragraphs & sentences consistently. Gives brief summary of each lit. piece. Highly organized with conscientious thought; insightful; creative.	Clearly identifies objective in 1^st paragraph; identifies titles, authors, genres. Identifies categories to be compared & contrasted with some concern as to significance. Addresses some points in the order stated. Uses transitions/linking words between paragraphs & sentences occasionally. Gives brief summary of each lit. piece in 1^st paragraph. Good organization; some insight.	Objective not clearly stated in 1^st paragraph. May or may not identify titles, authors, or genres. Categories to be compared & contrasted not clearly stated. Selected some significant points to compare & contrast. Addresses several points out of order. Makes some use of transitions/ linking words throughout the piece. Summarizes plot often with little thought to comparison & contrast. Some organization; little insight.	No clear objective stated. Does not identify titles, authors, or genres. Categories not clearly stated. Selected mostly insignificant points to compare & contrast. Addresses points out of order. Makes little to no use of transitions/ linking words. Little or no summary of the two lit. pieces. Weak organization.
Support	Supports with details from text; each category identified. Uses and explains quotes and examples. Demonstrates high level of figurative and literal interpretation.	Supports with details from text; only some categories identified. Uses quotes and examples occasionally with limited explanations. Demonstrates a good literal interpretation with limited figurative interpretation.	Gives few examples to support categories. Gives some explanation for examples used. Does not use quotes from text. Explains on literal level only.	Gives one or no example to support each category. Does not use quotes from text. Explains on literal level only. In general, very limited explanation.
Word Choice/ Vocabulary	Uses powerful and appropriate vocabulary. Uses words/phrases appropriate for compare and contrast (not only…on the other hand, etc.) No errors in usage or vocabulary.	Uses appropriate vocabulary. Uses some words/phrases appropriate for compare and contrast. May have only one to two errors in usage and vocabulary combined.	Uses ordinary vocabulary. Occasionally uses words/ phrases appropriate for compare and contrast. Two or more errors in vocabulary and usage.	Uses ordinary vocabulary. Makes no use of words/ phrases appropriate for compare and contrast. Multiple errors in vocabulary and usage.
Sentence Structure	No run-on sentences; no fragments. Uses variety in sentence structures. Uses variety in sentence beginnings.	Has one run-on sentence; one fragment. Uses variety in sentence structures. Uses some variety in sentence beginnings.	Has more than one run-on sentence and/ or fragment. Uses same sentence order (subj.-verb) Has little variety in sentence beginnings.	Has more than two run-on sentence and/ or fragment. Uses same sentence order (subj.-verb) Has no variety in sentence beginnings.
Mechanics of Writing	Has no errors in grammar, spelling, punctuation, nor capitalization	Has one-two errors grammar, spelling, punctuation, nor capitalization	Has three or more errors in grammar, spelling, punctuation, nor capitalization	Has multiple errors in grammar, spelling, punctuation, nor capitalization

8th MCAS Long Composition- Topic Development
Level	Key Features of Topic Development	Descriptions of Development with Conventions
1	out of control, rambling sketchy issue may be implied doesn’t follow point up with much evidence little development no introduction or conclusion	* There is virtually no development to this essay. There is little organization-an introductory sentence and a conclusion. The essay is generally unfocussed, and the writer’s examples do not support his/her argument. Conventions: (Score point 1) This writer’s errors seriously interfere with communication across all criteria-sentences, grammar, usage, and punctuation.
2	glimmer of a single argument takes a position with a weak introduction and conclusion limited development limited support for development	* This essay has better organization than development, which is weak. The details do not further the writer’s argument. The opening is strong. Conventions :(Score point 2) Spelling and punctuation errors interfere somewhat with the writer'’ communication. * The writer has organized what’s here, but the development is limited. The writer’s details do not further his/her argument. The sentences are repetitive. Conventions: (Score point 3) There is an indication of control of conventions. There are some errors, but they are not disproportionate to the essay’s length and complexity.
3	more then a glimmer has an introduction and conclusion takes a position in a general way develops one reason could say two reasons but only supports one simple language	* This essay’s development is rudimentary and repetitive. The organization is also rudimentary; the student wanders off the subject with movies, etc. Conventions: (Score point 2) Punctuation and spelling errors are disproportionate to the length and complexity of this essay. * The development of this essay is better than its organization, though the details and examples are not fully explained. The language is simplistic, and the sentences are sometimes repetitive. Overall, this essay is rudimentary. Conventions: (Score point 3) Errors, though present, are not disproportionate to the length and complexity of the essay. * This essay has rudimentary development and reasonable organization, although the writer appears to have misunderstood the prompt. The language is simplistic. Convention: (Score point 3) While three are some errors, they do not interfere with the communication of the writer.
4	few if any specifics introduction and conclusion takes a position gives two reasons with moderate development for each lacks specifics an adequate general argument about two reasons*could be better organized	* Though repetitive, this essay has moderate development and organization. The writer makes good use of details to support his/her argument. There is some variety of language. Conventions: (Score point 3) The errors present do not interfere with communication, but the language is not complex enough for one to say the writer demonstrated control of conventions. * This essay is moderately developed. It is moderately organized; it wanders in the third and fourth paragraphs. The writer provides few details to support the argument, and some examples sound like threats. The language is repetitive. Conventions : (Score point 3) The errors present do not interfere with the communication of the writer.
5	fully developed introduction and conclusion takes a position with two reasons usually high specifics (i.e. looney toons) well organized with simplistic vocabulary may have a few contradictions but uses details	* This essay is fully developed and well organized. The introduction and conclusion are strong. The writer provides reasonable support throughout the essay. The sentence structure is varied. Conventions: (Score point 4) The writer’s errors are minimal and do not interfere with his/her communication. * The development is full, and the organization is fairly logical. The writer takes the stand as a defender of the constitution, and his/her examples support the argument. The writer provides a good introduction and conclusion. Conventions: (Score point 4) The writer demonstrates control of conventions throughout the essay.
6	richly developed high specificity a richer level of language usage (i.e. risque) organization is strong and fluent *writer supports arguments well	* This is a very strongly organized and richly developed essay. The details are excellent. The writer presents arguments, counter-arguments, and anticipates objections. There is sentence variety and the use of appropriate language. Conventions: (Score point 4) A strong control of conventions is evident.

Rubric for Tom Sawyer Scrapbook
(Evaluates the project’s content, appearance, and fulfillment of guidelines)

Criteria	Amateur 1	Developing 2	Accomplished 3	Professional 4	Score
Organization Format	Disorganized & confusing; lacks a logical format; does not follow the guidelines; abrupt transition from one topic to another	Somewhat organized; some logical formatting that follows guidelines; transitions from one topic to another not always smooth	Presented in a logical, thoughtful manner; good organization; most transitions between topics smooth; nearly all guidelines followed	Extremely well-organized; logical format that was fluent from one topic to another; organization enhanced project and was very effective
Appearance	Illegible writing; loose pages or stapled poorly; inappropriate use of materials; messy physical appearance; may have torn or wrinkled pages; for PPT slides poorly timed, difficult to read & follow, little or no sound	Legible writing, some ill-formed letters, print too small or too large, papers staples together; fairly good use of materials; a few illustrations; for PPT slides have errors in timing, some organization with sounds or music, some area difficult to follow	Legible writing, well-formed characters, clean & neatly bound in a report cover, illustrations provided for PPT slides are timed, organized with sounds or music, few errors in setting up slides, may or may not contains links to other sites or music	Word processed or typed, clean & neatly bound in a cover, good quality illustrations provided; for PPT slides are well-timed, highly organized with sounds or music, easy to read and follow, contains links to other sites or music etc.
Creativity	Little or no creativity used; bland, predictable and lacked “zip”	Added a few original touches to enhance project but did not incorporate throughout	Clever at times; thoughtfully and uniquely presented	Very clever and presented with originality; a unique approach; truly enhanced the project
Content	A few to no major topic categories in character’s life; little quality in descriptions & pictures	Some topic categories are major areas in character’s life; Some descriptions & pictures are good quality	Most topic categories are major areas in character’s life; most descriptions & pictures are good quality	Topic categories are of major areas of characters life; rich descriptive language & high quality of pictures
Demonstrated Learning & Understanding of Character	Little or no understanding of character & events in story	Some understanding of character & events in story	A good understanding of character & events in story	A thorough understanding of character & events in story
Mechanics of Writing	Poorly organized sentences; ineffective use of language & vocabulary; lacks variety & interest; frequent errors	Some sentences are organized; some effective use of language & vocabulary; some variety & interest; more than two errors	Well-written sentences; effective use of language & vocabulary; variety & interest; one or two errors	Engaging, provocative sentences; creative writing captures interest; extremely organized sentences; sophisticated use of language & vocab. No errors

Written by Ms. Blanchard. Last updated 01/11/04.

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