Evaluating Writing: Personal Narratives

Assessing Writing Using Scoring Rubrics Tonja Root, Ed.D. Department of Early Childhood and Reading Education Valdosta State University, Valdosta, GA

Scoring Rubric  A scale that differentiates levels of student performance on a task or process  A guide to inform you (teacher) and students about evaluation criteria  Analytic rubrics assign a score for each attribute separately. Analytic rubrics are appropriate when the teacher wants to mark errors and make comments regarding the individual attributes. Analytic rubrics give students diagnostic feedback on an individual basis. The disadvantage of analytic rubrics is that the descriptors (or attributes) may become too narrowly defined.

Uses for Scoring Rubrics  Convey teacher’s expectations for students’ work  Help teachers clarify what they want from students  Allow students to identify the qualities of excellent work  Help students monitor their own performance  Serve as scaffolds for students moving to a higher level of performance  Explain to others the teacher’s expectations for students’ work  Help teachers justify or validate grades  Lead to an overall improvement in the quality of students’ work  Assess students’ processes, products, and performances

Root, VSU 1 Evaluating Writing: Personal Narratives Third Grade

Story Elements (5) Ideas Organization Sentence Mechanics (5) (5) Structure (5) (5) 4 All elements Original Beginning, middle & Complete Few or no errors: developed: Stays on topic ending sentence sentences Paragraph 1-when/where 4+ detailed Sequenced Has 2 of 4 indention (setting) sentences sentence types Capitalization 2-who (character) Variety of sentence Ending punctuation 3-what (problem & beginnings (not events) just “I am…”) 4-conclusion 3 3 of 4 elements Stays on topic Beginning sentence is Most complete Some errors: developed: 3+ detailed present sentences Paragraph 1-when/where sentences Missing ending Has 2 of 4 indention (setting) sentence sentence types Capitalization 2-who (character) Most ideas connected Some variety of Ending punctuation 3-what (problem & sentence events) beginnings (not 4-conclusion just “I am…”) 2 2 of 4 elements Moves away from Lacks 2-3 Some complete Many errors: developed: topic organizational sentences Paragraph 1-when/where 2+ detailed sentences Has 1 sentence indention (setting) sentences Not always sequenced type Capitalization 2-who (character) & logical Little variety of Ending punctuation 3-what (problem & sentence events) beginnings 4-conclusion 1 1 of 4 elements Moves away from Lacks beginning, Few complete Serious errors: developed: topic middle, end sentences Paragraph 1-when/where 1+ detailed Little sequence Has 1 sentence indention (setting) sentences type Capitalization 2-who (character) No variety of Ending punctuation 3-what (problem & sentence events) beginnings 4-conclusion 0 No attempt No attempt No attempt No attempt No attempt

Developed by: Lehman, Pope, Joyner, Oliver, & Allen. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 2 Developing Writers: Third Grade Name______Evaluating Writing: Imaginative Story Date______

Story Elements (5) Ideas (5) Organization (5) Sentence Mechanics (5) Structure (5) 4 Most (4-5) elements Some fresh, original Ideas connected Most sentences Few: of narrative present; Focuses on topic Good beginning, clearly written Capitalization some (2-3) Supporting details middle, end Complete Ending developed: 4+ detailed sentences Most sequenced & sentences punctuation Setting logical Compound/comp Commas- Characters lex sentences listing/series Problem Variety of Paragraphs Events sentence length indented Conclusion Spelling 3 Most (3-4) elements Few original ideas Some ideas Some sentences Some errors: of narrative present; General focus on connected clearly written Capitalization few (1-2) developed: topic Attempts Most sentences Ending Setting Some supporting beginning, middle, complete punctuation Characters details end Simple sentences Commas Problem 3+ detailed sentences Some ideas Some variety of Paragraphs Events sequenced & length indented Conclusion logical Spelling 2 Few (2-3) elements Moves away from Few ideas Few sentences Many errors: of narrative present: focus connected clearly written Capitalization Setting Few supporting Attempts Some run-on, Ending Characters details beginning, middle, fragmented punctuation Problem 2+ detailed sentences end (2+) sentences Commas Events Few ideas Little variety of Paragraphs Conclusion sequenced & length indented logical Spelling 1 Few (1-2) elements Incomplete ideas Ideas not connected Sentences Serious errors: present; none Unfocused Lacks beginning, unclear Capitalization developed: Lacks details middle, end Frequent Ending Setting 1 sentence Little sequence & fragmented punctuation Characters logic sentences Commas Problem No variety of Paragraphs Events length indented Conclusion Spelling 0 No attempt No attempt No attempt No attempt No attempt

Developed by: Oliver, Allen, Pope, Joyner, & Lehman. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 3 Evaluating Writing: Responses to Literature Third Grade

Story Ideas (5) Organization (5) Sentence Structure Mechanics (5) Elements (5) (5) 4 All elements Fresh, original Ideas connected Clearly written Few or no errors: developed: Focuses on topic Strong beginning, Complete sentences Capitalization Setting Supporting details middle, end Compound/complex Ending punctuation Characters Sequenced & logical sentences Commas Variety of sentence Paragraphs indented Problem length Spelling Events (2+) Conclusion 3 Most (4) Some original Most ideas connected Most sentences Some errors: elements ideas Good beginning, clearly written Capitalization developed: General focus on middle, end Most sentences Ending punctuation Setting topic Most ideas sequenced complete Commas Characters Most supporting & logical Simple sentences Paragraphs indented details included Some variety of Spelling Problem length Events (2+) Conclusion 2 Few (2-3) Few original ideas Some ideas connected Some unclear Many errors: elements Moves away from Attempts beginning, sentences Capitalization developed: focus middle, end Some run-on, Ending punctuation Setting Few supporting Not always sequenced fragmented Commas Characters details & logical sentences Paragraphs indented Little variety Spelling Problem Events (1+) Conclusion 1 Lacks (only Incomplete ideas Few ideas connected Sentences not clear Serious errors: 1) elements: Unfocused Lacks beginning, Frequent fragmented Capitalization Setting Lacks details middle, end sentences Ending punctuation Characters Little sequence & logic No variety Commas Paragraphs indented Problem Spelling Events (none) Conclusion 0 No attempt No attempt No attempt No attempt No attempt

Modified from: Batzle, J. (1992). Portfolio assessment and evaluation: Developing and using portfolios in the K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. Modified by: Allen, Pope, Joyner, Lehman, & Oliver. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 4 Developing Writers: Fourth Grade Name______Evaluating Writing: Imaginative Story Date______

Story Elements Ideas (5) Organization (5) Sentence Structure Mechanics (5) (5) (5) 4 Most (4-5) Fresh, original Ideas connected Most sentences Few or no errors: present; some Focuses on topic Good beginning, clearly written Capitalization (2-3) Supporting details middle, end Complete sentences Ending punctuation developed: Most sequenced & Compound/complex Commas Setting logical sentences Paragraphs indented Characters Variety of sentence Spelling Problem length Events Conclusion 3 Most (3-4) Some original Some ideas connected Some sentences Some errors: present; few (1- ideas Attempts beginning, clearly written Capitalization 2) developed: General focus on middle, end Most sentences Ending punctuation Setting topic Some ideas sequenced complete Commas Characters Some supporting & logical Simple sentences Paragraphs indented Problem details Some variety of Spelling Events length Conclusion 2 Few (2-3) Moves away from Few ideas connected Few sentences Many errors: present: focus Attempts beginning, clearly written Capitalization Setting Few supporting middle, end (2+) Some run-on, Ending punctuation Characters details Few ideas sequenced fragmented Commas Problem Few original ideas & logical sentences Paragraphs indented Events Little variety of Spelling Conclusion length 1 Few (1-2) Incomplete ideas Ideas not connected Sentences unclear Serious errors: present; none Unfocused Lacks beginning, Frequent Capitalization developed: Lacks details middle, end fragmented Ending punctuation Setting Little sequence & logic sentences Commas Characters No variety of length Paragraphs indented Problem Spelling Events Conclusion 0 No attempt No attempt No attempt No attempt No attempt

Modified from: Batzle, J. (1992). Portfolio assessment and evaluation: Developing and using portfolios in the K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. Modified by: Gainey, P., Harrell, S., Cook, LA., Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 5 Evaluating Writing: How To ______Fourth Grade

Ideas (6) Organization (6) Sentence Structure (6) Mechanics (6) 4 Original topic or focuses Strong introduction, Clearly written Few or no errors: on given topic steps, conclusion Complete sentences Capitalization Clear steps of procedure Excellent sequence & Variety of sentences Ending punctuation Develops all of elements logical Commas of how to: Paragraphs indented Materials needed Spelling Introduction Steps Conclusion 3 Some focus on given Good introduction, Most sentences clearly Some errors: topic steps, conclusion written Capitalization Many details included Most ideas in Most sentences Ending punctuation Develops most of sequential order complete Commas elements of how to: Simple sentences Paragraphs indented Materials needed Some variety of length Spelling Introduction Steps Conclusion 2 Few original ideas Attempts Some unclear sentences Many errors: Moves away from focus introduction, steps, Some run-on, Capitalization Few details included conclusion fragmented sentences Ending punctuation Develops some of Not always in Little variety Commas elements of how to: sequential order Paragraphs indented Materials needed Spelling Introduction Steps Conclusion 1 Lacks development of Lacks introduction, Sentences not clear Serious errors: element of how to: steps, conclusion Frequent fragmented Capitalization Materials needed Steps not in sentences Ending punctuation Introduction sequential order No variety Commas Steps Paragraphs indented Conclusion Spelling

0 No attempt No attempt No attempt No attempt

Written by: Gainey, P., Harrell, S., Cook, L.A., Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 6 Evaluating Writing: Narratives

Story Ideas (5) Organization (5) Sentence Structure Mechanics (5) Elements (5) (5) 4 All elements Fresh, original Ideas connected Clearly written Few or no errors: of narrative Focuses on topic Strong beginning, Complete sentences Capitalization developed: Supporting details middle, end Compound/complex Ending punctuation Setting Varied language Sequenced & logical sentences Commas Characters Variety of sentence Paragraphs indented Problem length Spelling Events Correct grammar ______Conclusion ______3 Most Some original Most ideas connected Most sentences Some errors: elements of ideas Good beginning, clearly written Capitalization narrative General focus on middle, end Most sentences Ending punctuation developed: topic Most ideas sequenced complete Commas Setting Most supporting & logical Simple sentences Paragraphs indented Characters details included Some variety of Spelling Problem Experiments with length ______Events varied language Few grammatical ______Conclusion errors 2 Few elements Few original ideas Some ideas connected Some unclear Many errors: of narrative Moves away from Attempts beginning, sentences Capitalization developed: focus middle, end Some run-on, Ending punctuation Setting Few supporting Not always sequenced fragmented Commas Characters details & logical sentences Paragraphs indented Problem Minimal variety of Little variety Spelling Events vocabulary Several grammatical ______Conclusion errors ______1 Lacks Incomplete ideas Few ideas connected Sentences not clear Serious errors: development Unfocused Lacks beginning, Frequent fragmented Capitalization of elements of Lacks details middle, end sentences Ending punctuation narratives: Simple word Little sequence & logic No variety Commas Setting choice Many grammatical Paragraphs indented Characters errors Spelling Problem ______Events ______Conclusion 0 No attempt No attempt No attempt No attempt No attempt

Modified from: Batzle, J. (1992). Portfolio assessment and evaluation: Developing and using portfolios in the K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. by Gainey, P., Harrell, S., Cook, L.A., Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 7 Evaluating Writing: Character Study Fourth Grade

Elements of Character Ideas (5) Organization (5) Sentence Structure Mechanics (5) Study (5) (5) 4 Most elements of Fresh, original Ideas connected Clearly written Few or no character developed: Focuses on topic Sequenced & Complete sentences errors: Description Supporting details logical Compound/complex Capitalization Feelings sentences Ending Actions Variety of sentence punctuation length Commas ______Paragraphs ______indented ______Spelling 3 Some elements of General focus on Most ideas Most sentences Some errors: character developed: topic connected clearly written Capitalization Description Most supporting Most ideas Most sentences Ending Feelings details included sequenced & complete punctuation Actions logical Simple sentences Commas Some variety of Paragraphs ______length indented ______Spelling ______2 Few elements of Moves away from Some ideas Some unclear Many errors: character developed: focus connected sentences Capitalization Description Few supporting Not always Some run-on, Ending Feelings details sequenced & fragmented punctuation Actions logical sentences Commas Little variety Paragraphs ______indented ______Spelling ______1 Lacks development of Unfocused Few ideas Sentences not clear Serious errors: elements of character: Lacks details connected Frequent fragmented Capitalization Description Little sequence & sentences Ending Feelings logic No variety punctuation Actions Commas Paragraphs ______indented ______Spelling ______0 No attempt No attempt No attempt No attempt No attempt

Written by: Gainey, P., Harrell, S., Cook, L.A., Dyke, G., & Helms, L. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 8 Evaluating Fifth Grade Writing: Generic

Organization ( ____ or 6) Sentence Structure ( ____ or 6) Mechanics ( ____ or 6)

4 Most of these: Most of these: _____ errors: Ideas connected to topic Sentences clearly written Spelling Strong beginning/middle/ end Ending punctuation Complete sentences Logical Paragraphs indented Sequenced Compound/complex sentences Capitalization Main idea developed Variety of sentence lengths Writes legibly Details included Variety of sentence beginnings ______Descriptive words ______Phrases Subject-verb agreement 3 Many of these: Many of these: _____ errors: Ideas connected to topic Sentences clearly written Spelling Strong beginning/middle/ end Ending punctuation Complete sentences Logical Paragraphs indented Sequenced Compound/complex sentences Capitalization Main idea developed Variety of sentence lengths Writes legibly Details included Variety of sentence beginnings ______Descriptive words ______Phrases Subject-verb agreement

2 Some of these: Some of these: _____ errors: Ideas connected to topic Sentences clearly written Spelling Strong beginning/middle/ end Ending punctuation Complete sentences Logical Paragraphs indented Sequenced Compound/complex sentences Capitalization Main idea developed Variety of sentence lengths Writes legibly Details included Variety of sentence beginnings ______Descriptive words ______Phrases Subject-verb agreement 1 Few of these: Few of these: _____ errors: Ideas connected to topic Sentences clearly written Spelling Strong beginning/middle/ end Ending punctuation Complete sentences Logical Paragraphs indented Sequenced Compound/complex sentences Capitalization Main idea developed Variety of sentence lengths Writes legibly Details included Variety of sentence beginnings ______Descriptive words ______Phrases Subject-verb agreement

0 No attempt No attempt No attempt

Written by: Bogan, A., Butler, D., Davis, E., West, R., & Womble, E. (August 1998). Cairo, GA: Southside Elementary School.

Root, VSU 9 Evaluating Oral Report

Visual Display (7) Delivery (9) Elements of Report (9) Picture Prop 4 Original Original Captures attention of Contains 4+ elements: Eye catching Eye catching audience Setting Clear message Clear message Speaks clearly, loudly, Characters distinctively Problem Uses good posture Events Conclusion Follows logical & sequential order 3 Attractive Attractive Speaks clearly, loudly, Contains 3+ elements: Related to topic Related to topic distinctively Setting Serious effort Serious effort Uses good posture Characters Problem Events Conclusion Follows logical & sequential order 2 Not topic Not topic Some difficulty Contains 2+ elements: oriented oriented understanding speech Setting Inconsistency in using Characters good posture Problem Events Conclusion Follows logical & sequential order 1 Scribbles No structure Poor quality of speech; Contains 1+ element: No direction Unattractive much difficulty Setting understanding speech Characters Poor quality of overall Problem presentation/posture Events Conclusion Follows logical & sequential order 0 No attempt No attempt No attempt No attempt

Developed by McDonald, P. (Bacon Co.), & Redding, D. (Colquitt Co.) (Summer 1998). Valdosta, GA: Valdosta State University, RDE 761, Dr. Tonja Root (instructor).

Root, VSU 10 Evaluating Story (Re)Telling: Kindergarten

Visual (16) Elements of Story (16) 3 Clear message Identifies all elements of story: Illustration depicts event in story Setting Main character/other characters Problem/solution Sequential order (beginning, middle, end) 2 Somewhat clear message with student Identifies 3+ elements of story: explanation Setting Illustration depicts event in story Main character/other characters Problem/solution Sequential order (beginning, middle, end) 1 Unclear message Identifies 1+ element of story: Illustration does not reflect event in story Setting Main character/other characters Problem/solution Sequential order (beginning, middle, end) 0 No attempt No attempt

Developed by Norman, C. (Norman Park Elem., Colquitt Co.), Miles, B. (Jeff Davis Prim., Jeff Davis Co.), & Horne, H. (Cox Elem., Colquitt Co.). (Summer 1998). Valdosta, GA: Valdosta State University, RDE 761, Dr. Tonja Root (instructor).

Root, VSU 11 Evaluating Writing: Narratives of First Graders

Story Elements (5) Content Organization Sentence Structure & (10) Mechanics (10) 4 Fully developed character Fresh ideas connected Complete sentences & problem with a strong beginning, Capital letter at the middle, & end beginning Period at the end 3 Partially developed Some ideas with good Most sentences complete character problem beginning, middle, & end Some errors in capitalization & ending punctuation 2 Development of only 1 Few original ideas with Some unclear, run-on element only attempts at sentences beginning, middle, & end Many errors in beginning capitalization & ending punctuation 1 Lacks development of Incomplete ideas Sentences not clear character and problem Lacks beginning, middle, Serious errors in & end capitalization & ending punctuation 0 No attempt No attempt No attempt

Developed by Coleman, S. (Jeff Davis Prim., Jeff Davis Co.), Cox, N. (Stringfellow Elem., Colquitt Co.), Gladden, R. (Len Lastinger Elem., Tift Co.), & Kitchens, J. (Omega Elem., Tift Co.). (Summer 1998). Valdosta, GA: Valdosta State University, RDE 761, Dr. Tonja Root (instructor).

Root, VSU 12 Developing Writers: Fourth Grade Name______Evaluating Writing: Imaginative Story Date______Story Elements Ideas (5) Organization (5) Sentence Structure Mechanics (5) (5) (5) 4 Most (4-5) Some fresh, Ideas connected Most sentences Few or no errors: elements of original Good beginning, clearly written Capitalization narrative present; Focuses on middle, end Complete sentences Ending some (2-3) topic Most sequenced & Compound/complex punctuation developed: Supporting logical sentences Commas Setting details Variety of sentence Paragraphs Characters length indented Problem Spelling Events Conclusion 3 Most (3-4) Few original Someideas connected Somesentences Some errors: elements of ideas Attempts beginning, clearly written Capitalization narrative present; General focus middle, end Most sentences Ending few (1-2) on topic Some ideas sequenced complete punctuation developed: Some & logical Simple sentences Commas Setting supporting Some variety of Paragraphs Characters details length indented Problem Spelling Events Conclusion 2 Few (2-3) Moves away Few ideas connected Few sentences Many errors: elements of from focus Attempts beginning, clearly written Capitalization narrative present: Few supporting middle, end (2+) Some run-on, Ending Setting details Few ideas sequenced & fragmented punctuation Characters logical sentences Commas Problem Little variety of Paragraphs Events length indented Conclusion Spelling 1 Few (1-2) Incomplete Ideas not connected Sentences unclear Serious errors: elements present; ideas Lacks beginning, Frequent fragmented Capitalization none developed: Unfocused middle, end sentences Ending Setting Lacks details Little sequence & logic No variety of length punctuation Characters Commas Problem Paragraphs Events indented Conclusion Spelling

0 No attempt No attempt No attempt No attempt No attempt

Modified from: Batzle, J. (1992). Portfolio assessment and evaluation: Developing and using portfolios in the K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. by Wall, E., Motley, M. Jones, D. Hiers, C., Chafin, J., Hargett, T., & McCoy, J. (1998). Quitman, GA: Quitman Elementary School.

Root, VSU 13 Fifth Grade Name______Evaluating Writing: Narratives (Published Piece) Date______

Story Ideas (5) Organization (5) Sentence Structure Mechanics (5) Elements (5) (5) 4 All elements Fresh, original Ideas connected Clearly written No errors: of narrative Focuses on topic Strong beginning, Complete sentences Capitalization developed: Supporting details middle, end Compound/complex Ending punctuation Setting Sequenced & logical sentences Commas Characters Variety of sentence Paragraphs indented Problem length Spelling Events (3+) Conclusion 3 Most (4) Some original Most ideas connected Most sentences Few errors: elements of ideas Good beginning, clearly written Capitalization narrative General focus on middle, end Complete sentences Ending punctuation developed: topic Most ideas sequenced Simple sentences Commas Setting Most supporting & logical Some variety of Paragraphs indented Characters details included length Spelling Problem Events (2-3) Conclusion 2 Few (2-3) Few original ideas Some ideas connected Some unclear Some errors: elements of Moves away from Attempts beginning, sentences Capitalization narrative focus middle, end Most sentences Ending punctuation developed: Few supporting Some ideas sequenced complete Commas Setting details & logical Little variety Paragraphs indented Characters Spelling Problem Events (2) Conclusion 1 Lacks (1) Incomplete ideas Few ideas connected Sentences not clear Many errors: development Unfocused Lacks beginning, Few fragmented or Capitalization of elements of Lacks details middle, end run-on sentences Ending punctuation narratives: Little sequence & logic No variety Commas Setting Paragraphs indented Characters Spelling Problem Events (1) Conclusion 0 No attempt No attempt No attempt No attempt No attempt

Modified from: Batzle, J. (1992). Portfolio assessment and evaluation: Developing and using portfolios in the K-6 classroom. Cypress, CA: Creative Teaching Press, Inc. by Moss, T., Edmondson, C., Kerestan, J., Hill, M., Marable, M., Price, M., Andrews, P., Webb, S., & Zipperer, D. (1998). Quitman, GA: Quitman Elementary School.

Root, VSU 14 Root, VSU 15