Grade 6-11 PARRC Condensed Scoring Rubric for Prose Constructed Response Items

Grade 6-11 PARRC Condensed Scoring Rubric For Prose Constructed Response Items Score Point 0 Score Point 1 Score Point 2 Score Point 3 Score Point 4 WRITING The student response is The student response The student response The student response The student response Written underdeveloped and therefore addresses the prompt and addresses the prompt addresses the prompt and addresses the prompt and Expression inappropriate to the task, purpose, develops the claim, topic and provides some provides effective provides effective and and/or audience. and/or narrative elements development of the development of the claim, comprehensive development of minimally by using limited claim, topic, and/or topic and/or narrative the claim, topic, and/or reasoning, details, text- narrative elements by elements by suing clear narrative elements by using based evidence and/or using some reasoning, reasoning, details, text-based clear and convincing reasoning, Development description; the development details, text-based evidence, and/or description; details, text-based evidence, of Ideas is limited in its evidence, and/or the development is largely and/or description; the appropriateness to the task, description; the appropriate to the task, development is consistently purpose, and/or audience. development is purpose, and audience. appropriate to the task, purpose somewhat appropriate to and audience. the task purpose, and audience. The student response demonstrates The student response The student response The student response The student response a lack of coherence, clarity and demonstrates limited demonstrates some demonstrates a great deal of demonstrates purposeful cohesion. coherence, clarity, and/or coherence, clarity, coherence, clarity, and coherence, clarity, and cohesion, making the and/or cohesion, and cohesion, and includes an cohesion and includes a strong writer’s progression of ideas includes an introduction, introduction, conclusion, and introduction, conclusion, and a Organization somewhat unclear. conclusion, and logically a logical progression of logical well-executed grouped ideas, making ideas, making it fairly easy to progression of ideas, making it the writer’s progression follow the writer’s progression easy to follow the writer’s of ideas usually of ideas. progression of ideas. discernible but not obvious. The student response has an The student response has a The student response The student response The student response inappropriate style. The student style that has limited establishes and establishes and maintains an establishes and maintains an writing shows little to no awareness effectiveness, with limited maintains a mostly effective style, while effective style, while attending Clarity of of the norms of the discipline. The awareness of the norms of effective style, while attending to the norms and to the norms and conventions Language response includes little to no precise the discipline. The response attending to the norms conventions of the discipline. of the discipline. The response language. includes limited descriptions, and conventions of the The response uses mostly uses precise language sensory details, linking or discipline. The response precise language, including consistently, including transitional words, words to uses some precise descriptive words and descriptive words and phrases, indicate tone, or domain- language, including phrases, sensory details, sensory details, linking and specific vocabulary. descriptive words and linking and transitional words, transitional words, words to phrases, sensory details, words to indicate tone, and/or indicate tone, and/or domain linking and transitional domain-specific vocabulary. specific vocabulary. words, words to indicate tone and/or domain- specific vocabulary. The student response demonstrates The student response The student response The student response The student response Knowledge little to no command of the demonstrates limited demonstrates demonstrates command of demonstrates command of the conventions of standard English. command of the conventions inconsistent command of the conventions of standard conventions of standard of Language There are frequent and varied errors of standard English. There the conventions of English consistent with edited English consistent with Conventions in grammar and usage, are multiple errors in standard English. There writing. There may be a few effectively edited writing. demonstrating little or no control over grammar and usage are a few patterns of distracting errors in grammar Though there may be a few language. There are frequent demonstrating minimal errors in grammar and and usage, but meaning is minor errors in grammar and distracting errors in grammar and control over language. usage that may clear. usage, meaning is clear usage that often impede There are multiple occasionally impede throughout the response. understanding. distracting errors in grammar understanding. and usage that sometimes impeded understanding. Grade 6-11 PARRC Condensed Scoring Rubric For Prose Constructed Response Items Grade 6-11 PARRC Condensed Scoring Rubric For Prose Constructed Response Items Score Point 0 Score Point 1 Score Point 2 Score Point 3 Score Point 4

READING The student response The student response The student response The student response The student response provides a minimally provides a generally provides a mostly accurate provides an accurate provides an inaccurate analysis of what the text analysis of what the text Comprehension of analysis or no analysis accurate analysis of accurate analysis of what the text says and what the text says says explicitly and says explicitly and Key Ideas and of the text, showing little inferentially and cites inferentially and cites Details cited textual evidence, explicitly or inferentially textual evidence to support convincing textual evidence to no comprehension of shows limited and cited textual ideas expressed in the the analysis, showing to support the analysis, comprehension of evidence, shows a extensive comprehension showing full comprehension text(s). ideas expressed in the basic comprehension of of ideas expressed in the of complex ideas expressed text(s). ideas expressed in the text(s). in the text(s). text(s). NOTE: The type of textual evidence required is grade and prompt specific.

The reading dimension is not Per the CCSS, In grades 6-8, In grades 9-11, scored for elicited narrative narrative elements in narrative elements narrative elements may stories. grades 3-5 may may include, in include, in addition to  The elements of coherence, include: establishing a addition to the the grades 3-8 clarity, and cohesion to be situation, organizing a grades 3-5 elements, outlining assessed are expressed in the logical event sequence, elements, step-by-step grade-level standards 1-4 for writing and elucidated in the describing scenes, establishing a procedures, creating GENERAL objects or people, context, situating one or more points of NOTES scoring guide for each PCR.  developing characters events in a time and view, and constructing personalities, and using place, developing a event models of what dialogue as point of view, happened. appropriate. developing characters’ motives. A=No response Agreed Upon Grade B=Response is unintelligible Equivalents or undecipherable C=Response is not written in 4+ = 100 English 4 = 95 D=Response is too limited to 3.5 = 90 evaluate 3 = 85 2.5 = 80 2 = 75 1.5 = 70 1 = 65 0 = 55 Grade 6-11 PARRC Condensed Scoring Rubric For Prose Constructed Response Items