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Pass (3) Content: The student clearly addresses all or most of the questions in the prompt.Organization: Adequate paragraphing that is mostly clear and logical with sufficient use of details and examples.Grammar: There are mistakes with grammar, including verb tenses, so that the meaning of sentences may not be clear.
These levels of performance may be written as different ratings (e.g., Excellent, Good, Needs Improvement) or as numerical scores (e.g., 4, 3, 2, 1) Under mechanics, for example, the rubric might define the lowest level of performance as "7-10 misspellings, grammar, and punctuation errors," and the highest level as "all words are spelled correctly; your work shows that you understand subject-verb agreement, when to make words possessive, and how to use commas, semicolons and periods." Why use rubrics?
According to Heidi Goodrich Andrade: The criteria you use should be related to the learning outcome(s) that you are assessing.
Fail (1) Content: The student may address one of the questions in the prompt but answers vaguely or briefly.
Organization: The order of ideas is confusing and details and examples are not used or are not supportive.
Vocabulary: Words are specific, varied, and used correctly throughout. Overall, there are few grammar mistakes, and the meaning of sentences is clear.
Spelling and Mechanics: Most words are spelled correctly and most punctuation is used correctly.
Spelling and Mechanics: Writing includes many distracting spelling and/or punctuation mistakes that significantly interfere with understanding.
A rubric is a great tool for teachers because it is a simple way to set up a grading criteria for assignments.
You may want to start with the best and worst levels of quality, and then fill in the middle levels based on your knowledge of common problems.
It may be helpful to sort examples of actual student work into three piles: the very best, the poorest and those in between.