RICAS Accommodations and Accessibility Features Manual contains all of the information on allowable accommodations for students with disabilities and English Learners and accessibility features for all students. Bilingual dictionaries should not be given to a student on the day of testing.
I make a claim and explain why it is controversial. I make a claim but don't explain why it is controversial. I don't say what my argument or claim is.
Reasons in support of the claim I give clear and accurate reasons in support of my claim. I give reasons in support of my claim, but I overlook important reasons. I don't give reasons in support of my claim.
Reasons against the claim I discuss the reasons against my claim and explain why it is valid anyway. I discuss the reasons against my claim but neglect some or don't explain why the claim still stands. I say that there are reasons against the claim, but I don't discuss them.
I don't acknowledge or discuss the reasons against my claim. Organization My writing has a compelling opening, an informative middle, and a satisfying conclusion. My writing has a beginning, a middle, and an end. My organization is rough but workable.
I may sometimes get off topic. My writing is aimless and disorganized. Voice and tone It sounds like I care about my argument. I tell how I think and feel about it.
My tone is OK, but my paper could have been written by anyone. I need to tell how I think and feel. My writing is bland or pretentious. There is either no hint of a real person in it, or it sounds like I'm faking it.
My writing is too formal or informal. It sounds like I don't like the topic of the essay. Word choice The words that I use are striking but natural, varied, and vivid.
I make some fine and some routine word choices. The words that I use are often dull or uninspired or sound like I'm trying too hard to impress. I use the same words over and over.
Some words may be confusing. Sentence fluency My sentences are clear, complete, and of varying lengths. I have well-constructed sentences.
My essay marches along but doesn't dance. My sentences are often awkward, run-ons, or fragments. Many run-on sentences and sentence fragments make my essay hard to read. Conventions I use correct grammar, punctuation, and spelling. I have a few errors to fix, but I generally use correct conventions.
I have enough errors in my essay to distract a reader. Numerous errors make my paper hard to read. I describe four levels of quality but do not give them labels. In my experience, satisfactory labels are hard to come by, and it is obvious at a glance that a 4 is what everyone should try to achieve and a 1 is something to avoid.
Some teachers indicate a cutoff point on the rubric, for instance, by drawing a box around the level that is considered acceptable. The instructional rubric in Figure 1 has the two basic components of a rubric—criteria and gradations of quality.
The second and third criteria, "Reasons in Support of the Claim" and "Reasons Against the Claim," emphasize good thinking—an emphasis missing from many rubrics. They not only tell students that good critical thinking must be evident in their essays, but also guide them in how and how not to do it so that the rubric serves as an instructional tool as well as an evaluative one.
In addition, the gradations of quality describe problems that students encounter as they write, such as not stating their claim clearly enough for a reader to understand level 2 of the first criterionand using the same words over and over level 1 of the sixth criterion.Developing Rubrics.
Dr. Jennifer E. Roberts.
Coordinator of Academic Assessment. Office of Institutional Research, Planning, and Assessment term papers, internships, essay tests, performances, etc. – “performance” assessment From Pickering, “Creating Rubrics & Prompts” represents assessment on a multidimensional level.
Alternative Assessment. Alternative assessment is a form of student performance grading that allows for a more holistic approach to student assessment. Annotation: Control of conventions is evident in sentence structure and variety, and in consistently correct punctuation that includes commas, apostrophes, dashes, question marks and exclamation points.
Rubrics for Assessment A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a .
We have hundreds of printable rubrics. We also have rubric maker tools that make it simple to create a rubric. RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.