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GED Essay Scoring Rubric
GED Essay Scoring Rubric
Criteria Ratings Pts
Trait 1: Creation of Arguments and Use of Evidence A
threshold: pts
2 pts
Full Marks
A) generates text-based argument(s) and establishes a purpose that is connected to the prompt B) cites relevant and specific evidence from source text(s) to support argument (may include few irrelevant pieces of evidence or unsupported claims) C) analyzes the issue and/or evaluates the validity of the argumentation within the source texts (e.g., distinguishes between supported and unsupported claims, makes reasonable inferences about underlying premises or assumptions, identifies fallacious reasoning, evaluates the credibility of sources, etc.)
1 pts
1
A) generates an argument and demonstrates some connection to the prompt. B) cites some evidence from source text(s) to support argument (may include a mix of relevant and irrelevant citations or a mix of textual and non-textual references) C)partially analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may be simplistic, limited, or inaccurate
0 pts
No Marks
A) may attempt to create an argument OR lacks purpose or connection to the prompt OR does neither. B) cites minimal or no evidence from source text(s) (sections of text may be copied from source). C) minimally analyzes the issue and/or evaluates the validity of the argumentation within the source texts; may completely lack analysis or demonstrate minimal or no understanding of the given argument(s)
pts
2 pts
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Trait 2: Development of Ideas and Organizational Structure
threshold: pts
2 pts
Full Marks
A) contains ideas that are well developed and generally logical; most ideas are elaborated upon B) contains a sensible progression of ideas with clear connections between details and main points C) establishes an organizational structure that conveys the message and purpose of the response; applies transitional devices appropriately D) establishes and maintains a formal style and appropriate tone that demonstrate awareness of the audience and purpose of the task E) chooses specific words to express ideas clearly
1 pts
1
A) contains ideas that are inconsistently developed and/or may reflect simplistic or vague reasoning; some ideas are elaborated upon. B) demonstrates some evidence of a progression of ideas, but details may be disjointed or lacking connection to main ideas. C) establishes an organization structure that may inconsistently group ideas or is partially effective at conveying the message of the task; uses transitional devices inconsistently. D) may inconsistently maintain a formal style and appropriate tone to demonstrate an awareness of the audience and purpose of the task. E) may occasionally misuse words and/or choose words that express ideas in vague terms
0 pts
No Marks
A) contains ideas that are insufficiently or illogically developed, with minimal or no elaboration on main ideas. B) contains an unclear or no progression of ideas; details may be absent or irrelevant to the main ideas. C) establishes an ineffective or no discernable organizational structure; does not apply transitional devices, or does so inappropriately. D) uses an informal style and/or inappropriate tone that demonstrates limited or no awareness of audience and purpose. E) may frequently misuse words, overuse slang or express ideas in a vague or repetitious manner
pts
2 pts
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Trait 3: Clarity and Command of Standard English Conventions
threshold: pts
2 pts
Full Marks
A) demonstrates largely correct sentence structure and a general fluency that enhances clarity with specific regard to the following skills: 1) varied sentence structure within a paragraph or paragraphs 2) correct subordination, coordination and parallelism 3) avoidance of wordiness and awkward sentence structures 4) usage of transitional words, conjunctive adverbs and other words that support logic and clarity 5) avoidance of run-on sentences, fused sentences, or sentence fragments. B) demonstrates competent application of conventions with specific regard to the following skills: 1) frequently confused words and homonyms, including contractions 2) subject-verb agreement 3) pronoun usage, including pronoun antecedent agreement, unclear pronoun references, and pronoun case 4) placement of modifiers and correct word order 5) capitalization (e.g., proper nouns, titles, and beginnings of sentences) 6) use of apostrophes with possessive nouns 7) use of punctuation (e.g., commas in a series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation). C) may contain some errors in mechanics and conventions, but they do not interfere with comprehension; overall, standard usage is at a level appropriate for on-demand draft writing.
1 pts
1
A) demonstrates inconsistent sentence structure; may contain some repetitive, choppy, rambling, or awkward sentences that may detract from clarity; demonstrates inconsistent control over skills 1-5 as listed in the first bullet under Trait 3, Score Point 2 above. B) demonstrates inconsistent control of basic conventions with specific regard to skills 1 – 7 as listed in the second bullet under Trait 3, Score Point 2 above. C) may contain frequent errors in mechanics and conventions that occasionally interfere with comprehension; standard usage is at a minimally acceptable level of appropriateness for on demand draft writing.
0 pts
No Marks
A) demonstrates consistently flawed sentence structure such that meaning may be obscured; demonstrates minimal control over skills 1-5 as listed in the first bullet under Trait 3, Score Point 2 above. B) demonstrates minimal control of basic conventions with specific regard to skills 1 – 7 as listed in the second bullet under Trait 3, Score Point 2 above. C) contains severe and frequent errors in mechanics and conventions that interfere with comprehension; overall, standard usage is at an unacceptable level for on-demand draft writing. OR D) response is insufficient to demonstrate level of mastery over conventions and usage
pts
2 pts
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Total Points: 6 out of 6