Table 3 Specific writing assessment criteria
Aspect | Level | Criteria |
|---|---|---|
Organization (Structure and features of a paragraph) | ||
Topic sentence | 10–8 | Complete, interesting, strong, and clearly states the main idea with a specific controlling idea |
7–6 | Complete and adequately states the main idea | |
5–4 | Complete, but the main idea is not entirely clear | |
3–0 | Incomplete or does not state the main idea | |
Supporting details | 10–8 | The main idea is fully developed using enough and specific supporting and details sentences that relate to the topic sentence |
7–6 | The main idea is somewhat developed using mostly specific details | |
5–4 | The main idea is supported with general or limited details. A few are vague/missing/unrelated | |
3–0 | Few detail sentences to support the main idea. Insufficient, vague, or undeveloped examples | |
Concluding sentence | 10–8 | Complete and clearly sums up the paragraph or restates the main idea effectively. Interesting conclusion |
7–6 | Complete and adequately sums up the paragraph. Good conclusion but repeats same pattern of topic sentence | |
5–4 | Complete, but does not sum up the paragraph or too vague | |
3–0 | Incomplete and does not sum up the paragraph. No logical concluding sentence that connects to a main idea | |
Content (Ideas, clarity, coherence) | 20–16 | Excellent: Every sentence makes complete logical sense. Ideas flow in the paragraph and clearly support the main idea, creating clear meaning. Consistent focus on topic |
15–11 | Good: One to three sentences need work. Ideas in the paragraph support the main idea, but could be organized more clearly | |
10–6 | Fair: The meaning of half of the sentences is unclear. Some ideas in the paragraph do not support the main idea or are out of place, causing a confusion of meaning | |
5–0 | Poor: Needs extensive work, re-plan and re-do. Ideas in the paragraph are disorganized and do not support the main idea Unrelated details, unclear or incomplete | |
Grammar (Correct grammatical features) | 20–16 | Excellent: Perfect or almost perfect All sentences are complete and effective; complex sentences are used; no grammatical errors |
15–11 | Good: Few minor errors Sentences are complete; simple and complex sentences are used; few grammatical errors | |
10–6 | Fair: Several minor errors Some sentences are incomplete or run-on; simple sentences are used; some grammatical errors | |
5–0 | Poor: Several errors, including major errors Most sentences are incomplete, choppy or run-on; grammatical errors affect readability | |
Vocabulary (Word use) | 20–16 | Excellent: Perfect, includes some higher vocabulary. All words are used appropriately; there is evidence of some new vocabulary being used. Precise word choice |
15–11 | Good: Some errors, and does not include higher vocabulary. Words are used appropriately. Some good vocabulary, but there are a few repetitions in vocabulary | |
10–6 | Fair: Many errors Words are basic; some words are used in the wrong context. Lots of repetition in vocabulary | |
5–0 | Poor: Many errors, and meaning is not always clear. Some inappropriate vocabulary is used; some words are used incorrectly or in the wrong context. Poor word choice. Limited new vocabulary | |
Mechanics (Capitalization, punctuation, spelling | 10–8 | Excellent: There are no errors in spelling, capitalization, and/ or punctuation |
7–6 | Good: There are only a few errors, but none major, in spelling, capitalization, and/or punctuation. (2–3) | |
5–4 | Fair: There are some errors in spelling, capitalization, and/or punctuation. (4–5) | |
3–0 | Poor: There are many errors in spelling, capitalization, and/or punctuation. (more than 5) | |