PDF-Performance Task Writing Rubric

4 Point Narrative Grades 3 x2013 8 Score 4 3 2 1 NS Purpose Organization The organization of the narrative real or imagined is fully sustained and the focus is clear and maintained th. The response is fully sustained and consistently and purposefully focused x claim is introduced clearly communicated and the focus is strongly maintained for the purpose audience and task x consistent use of a variety of transitional strategies to 4 - Point - Explanatory Performance Task Writing Rubric (Grades 3 - 5 ) Score 4 3 2 1 NS Purpose/Organization The response has a clear and effective organizational structure, creating a sense of un 4 - Point Performance Task Writing Rubric (Grades 6 - 11 ) Score 4 3 2 1 NS Purpose/Organization The response has a clear and effective organizational structure, creating a sense of unity and com 4 - Point - Explanatory Performance Task Writing Rubric (Grades 3 - 5 ) Score 4 3 2 1 NS Purpose/Organization The response has a clear and effective organizational structure, creating a sense of un Announcements. First classroom-based assessment due . in two weeks . – it can be ANY type of criterion-referenced assessment. Kudos if you use some type of electronic recording system (see outline for links).. Why use rubrics?. Characteristics of good rubrics. Definition & types of rubric. Strategies for rubric development. SOLO taxonomy. Phenomeno. -. graphic sorting. Using rubrics with students. Definition. . Timothy S. Brophy, Professor and Director, Institutional Assessment. Office of the Provost. Goals:. Introduce . the basic design principles for creating rubrics. Introduces rubric types. Present . Professor Timothy . Farnsworth, CUNY . Hunter . College. Communicative Assessment Is Hard!. We are making inferences about what people can and can’t get done in the real world, not: . What grammar or vocabulary they can choose from 4 options on a MC test. How to:. design a rubric that does its job. write precise criteria and descriptors. make your rubric student-friendly . Expert Input. . Experts agree:. Rubrics are hard to design.. Rubrics are time-consuming to design.. An . Intersegmental. Learning Project for Approaching . a Common Understanding of College . Readiness in San Diego, CA. Mark Manasse, San Diego Miramar College. Glen . McClish. , San Diego State University. Sandy Heldsinger and Melanie Osborne. Research partners. Dr Stephen Humphry (. Australian Research Council Linkage grant with the Australian Curriculum and Reporting Authority and Western Australian Curriculum Council as Industry Partners, on which Stephen Humphry and David Andrich are chief investigators. Why use rubrics?. Characteristics of good rubrics. Definition & types of rubric. Strategies for rubric development. SOLO taxonomy. Phenomeno. -. graphic sorting. Using rubrics with students. Definition. Inspired by the AP Writing Scoring Rubrics. Overview. The 1-9 scoring rubric is currently in use by AP teachers at the high school campuses. . It is a rubric designed by the College Board to encompass all elements of writing (ideas, organization, word choice, sentence fluency, conventions, and voice). Dannelle D. Stevens, Professor Emerita. Graduate School of Education, Portland State University. Syracuse University, Syracuse, New York. September 23, 2016. 1. Introductions. Your name. Department or program.