Professional Documents
Culture Documents
COURSE DESCRIPTION:
This is a 3- unit course designed to introduce the basic learning theories and principles as
bases in the design, development, implementation and evaluation of instruction using educational
technology. Students are expected to acquire skills in integrating technology in various content areas.
Course activities are focused on the design and development of ICT-based instructional plans.
II. COURSE CREDIT: 3 units/ 3 hours per week
III.
Committed to Excellence
Christ-like
Lifelong Learner
V.
ASSESSMENT TASKS
Prelim Term
Prelim exam---------------------------------------------------------------------------------------30%
Class participation/individual or group presentation ----------------------------------------20%
Quizzes/performance-based assessment (product/process)---------------------------------30%
Assignments/seatworks/other outputs---------------------------------------------------------20%
Mid Term
End Term
Guided discussion
Reflection#1
* What is the purpose of Educational technology
or technology in education?
* What do you value in education and technology?
Week
4-5
Case Study
* Case studies on the use of technology by
teachers and students (i.e. the case of high school
Poster
* Poster depicting current trends in
media/technology use in education
Reflection#3
* Essential conditions and best practices for
technology integration in education in
regards with the students, teachers,
administrators, learning environment and
other stakeholders.
Reflection#4
* What possible effects will the new learning
landscape have on our present educational
system?
* How do you plan to cope up?
* What do you think is most important role of
teachers in eLearning?
* How do feel about the changing role that
teachers will play in the evolving learning
environment?
Week
6
Week
7
Prelim Exam
Submit a sample mock-up or simulation for a
certain topic
Demonstrations in Teaching
Week
9
Week
10
Week
11-12
Week
13
Midterm Exam
Short teaching demonstration using
chalkboard and OHP
Week
14
Week
15
Teaching Strategy
multimedia learning
Reflection#4
* Different tradition and digital media for education
which includes description of the
media/technology, its strengths and weaknesses,
its possible applications or implication to teaching
and learning
* Emerging technologies in the field of ICT,
eLearning and other relevant field and its
implications to education
Week
16
Week
17-18
VI.
REFERENCES
Corpuz, Brenda B, et. al. (2008), Educational Technology 1, Philippines: Lorimar Publishing, Inc.
McCorrick, Robert, et. al, (1993) Teaching and Learning Technology
Grabe, Mark, te. al. (1999), Integrating Technology for Meaningful Learning
Abanador, Pedro (2012), Exploring New Trends in Educational Technology
Garo, Candelaria (2008), Theories and Principles of Educational Technology
Unsatisfactory
Emerging
Proficient
Exemplary
Selection of
Artifacts
The artifacts
and work
samples do not
relate to the
purpose of the
eportfolio.
Some of the
artifacts and
work samples
are related to
the purpose of
the eportfolio.
Most artifacts
and work
samples are
related to the
purpose of the
eportfolio.
Descriptive
Text
No artifacts are
accompanied
by a caption
that clearly
explains the
importance of
the item
including title,
author, and
date.
Some of the
artifacts are
accompanied
by a caption
that clearly
explains the
importance of
the item
including title,
author, and
date.
Most of the
artifacts are
accompanied
by a caption
that clearly
explains the
importance of
the item work
including title,
author, and
date.
Reflective
Commentary
The reflections
do not explain
growth or
include goals
for continued
learning.
A few of the
reflections
explain growth
and include
goals for
continued
learning.
Most of the
reflections
explain growth
and include
goals for
continued
learning.
All reflections
clearly explain
how the artifact
demonstrates
your growth,
competencies,
accomplishments,
and include goals
for continued
learning (long and
short term).
Rating
The reflections
do not
illustrate the
ability to
effectively
critique work
or provide
suggestions for
constructive
practical
alternatives.
A few
reflections
illustrate the
ability to
effectively
critique work
and provide
suggestions for
constructive
practical
alternatives.
Most of the
reflections
illustrate the
ability to
effectively
critique work
and provide
suggestions for
constructive
practical
alternatives.
All reflections
illustrate the
ability to
effectively critique
work and provide
suggestions for
constructive
practical
alternatives.
Citations
No images,
media or text
created by
others are cited
with accurate,
properly
formatted
citations.
Some of the
images, media
or text created
by others are
not cited with
accurate,
properly
formatted
citations.
Most images,
media or text
created by
others are cited
with accurate,
properly
formatted
citations.
Navigation
The navigation
links are
confusing, and
it is difficult to
locate artifacts
and move to
related pages
or a different
section. There
are significant
problems with
pages
connecting to
preceding
pages or the
navigation
menu. Many of
the external
links do not
connect to the
appropriate
website or file.
The navigation
links are
somewhat
confusing, and
it is often
unclear how to
locate an
artifact or
move to related
pages or a
different
section. Some
of the pages
connect to the
navigation
menu, but in
other places the
links do not
connect to
preceding
pages or to the
navigation
menu. Some of
the external
links do not
connect to the
appropriate
The navigation
links generally
function well,
but it is not
always clear
how to locate
an artifact or
move to related
pages or
different
section. Most
of the pages
connect to the
navigation
menu. Most of
the external
links connect to
the appropriate
website or file.
The navigation
links are intuitive.
The various parts
of the portfolio
are labeled,
clearly organized
and allow the
reader to easily
locate an artifact
and move to
related pages or a
different section.
All pages connect
to the navigation
menu, and all
external links
connect to the
appropriate
website or file.
website or file.
Usability and
Accessibility:
Text Elements,
Layout, and
Color
The eportfolio
is difficult to
read due to
inappropriate
use of fonts,
type size for
headings, subheadings and
text and font
styles (italic,
bold,
underline).
The portfolio is
often difficult
to read due to
inappropriate
use of fonts and
type size for
headings, subheadings, text
or long
paragraphs.
The eportfolio
is generally
easy to read.
Fonts and type
size vary
appropriately
for headings,
sub-headings
and text.
The eportfolio is
easy to read.
Fonts and type
size vary
appropriately for
headings, subheadings and text.
Lack of
paragraphing
impedes
scanning
Inconsistent
use of font
styles (italic,
bold,
underline)
distracts the
reader.
In general, use
of headings,
sub-headings
and paragraphs
promotes easy
scanning.
Use of headings,
sub-headings and
paragraphs
promotes easy
scanning.
Many
formatting
tools are under
or over-utilized
and decrease
the reader
accessibility to
the content.
Some
formatting
tools are under
or over-utilized
and decrease
the readers'
accessi-bility to
the content.
Use of font
styles (italic,
bold,
underline) is
generally
consis-tent.
Horizontal and
vertical white
space
alignment are
used inappropriately, and
the content
appears
disorganized
and cluttered.
Horizontal and
vertical white
space
alignment are
sometimes
used inappropriately to
organize
content.
Horizontal and
vertical white
space
alignment are
generally used
appropriately
to organize
content.
Horizontal and
vertical white
space alignment
are used
appropriately to
organize content.
Color of
background,
fonts, and links
decrease the
readability of
the text, are
distracting and
used
inconsistently
throughout the
eportfolio.
Color of
background,
fonts, and links
generally
enhance the
read-ability of
the text, and
are generally
used
consistently
throughout the
eportfolio.
Color of
background,
fonts, and links
generally
enhance the
read-ability of
the text, and
are generally
used
consistently
throughout the
eportfolio.
Color of
background,
fonts, and links
enhance the
readability and
aesthetic quality,
and are used
consistently
throughout the
eportfolio.
Writing
Conventions
There are 4 or
more errors in
grammar,
capitalization,
punctuation,
and spelling
requiring
editing and
revision.
There are no
errors in
grammar,
capitalization,
punctuation, and
spelling.
Multimedia
Elements
(Optional)
The graphic
elements or
multimedia do
not contribute
to
understanding
concepts, ideas
and
relationships.
The
inappropriate
use of
multimedia
detracts from
the content.
Some of the
graphic
elements and
multimedia do
not contribute
to
understanding
concepts, ideas
and
relationships.
Most of the
graphic
elements and
multimedia
contribute to
understanding
concepts, ideas
and
relationships,
enhance the
written
material and
create interest.
All of the
photographs,
concept maps,
spreadsheets,
graphics, audio
and/or video files
effectively
enhance
understanding of
concepts, ideas
and relationships,
create interest,
and are
appropriate for
the chosen
purpose.
The graphics
do not include
alternate text
in web-based
portfolios.
Some of the
graphics
include
alternate text
in web-based
portfolios.
Most of the
graphics
include
alternate text
in web-based
portfolios.
Accessibility
requirements
using alternate
text for graphics
are included in
web-based
portfolios.
Audio and/or
video artifacts
are not edited
or exhibit
inconsistent
clarity or sound
(too loud/too
soft/garbled).
A few of the
audio and/or
video artifacts
are edited with
inconsistent
clarity or sound
(too loud/too
soft/garbled).
Most of the
audio and/or
video artifacts
are edited with
proper voice
projection,
appropriate
language, and
clear delivery.
TOTAL
.
Criteria
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a
strong control
and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally
clear and
focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly
related to the
theme, or
limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders and
arranges events,
ideas, and/or
details within
each paragraph
and within the
work as a whole;
establishes
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding
and compelling.
*Focus and
coherence
allow the
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
connect ideas.
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
The writing
lacks clarity
and focus and
contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development of
content so that
no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability to
shape and
connect ideas.
The
organization
does not
develop the
central idea or
theme. The
writing lacks
direction and
flow because
ideas, details,
or events are
presented in
random order.
*The opening is
unclear and
has no
relationships
between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
writing to flow
smoothly so
that
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides
an extremely
strong sense of
resolution.
maintained.
*The writing
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides
an extremely
strong sense of
resolution.
maintained but
the flow is
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
with the central
idea of the
paper.
*The main idea
and details
within each
paragraph are
related.
*The
conclusion is
about the
central idea.
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
Level of Insight
Describes how
The writing
reflects an
The writing
reflects a
The writing
reflects
*The opening is
not always
clear and has
little direction.
*Focus and
coherence
falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few
connections are
made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or
only vaguely
related to
opening.
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
related
*In some
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
direction.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement of
events, ideas,
and/or details.
*Transitions are
lacking so that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected or
missing.
The writing
reflects a
The writing
lacks an
The writing
includes
many topics
and does not
express one
central idea or
opinion.
*Few
paragraphs
have a main
idea or the
main idea does
not go with the
central idea of
the paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
effectively the
writer
communicates in
a manner that is
individualistic,
expressive and
engaging,
thereby, revealing
the writers
stance toward the
subject.
outstanding
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writers
conviction.
*The writing
always brings
the subject to
life.
strong ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writers
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
developed
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
limited ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
rarely is
apparent.
*The writing
rarely brings
the subject to
life.
apparent
voice.
* The writers
conviction
never is
apparent.
*The writing
does not bring
the subject to
life.
Adapted from: Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood Cliffs,
NJ: Prentice Hall Regents
St. Pauls Junior High School. Writing Analytic Scoring Rubric. St. Johns, Newfoundland
Criteria
Content/Meaning
The extent to
which the
presentation
exhibits sound
understanding,
analysis and
explanation of the
subject matter.
Development of
Ideas
The extent to
which ideas are
elaborated using
specific and
relevant details
and/or evidence to
support the topic.
*Develops
ideas clearly
and
consistently,
incorporating
and explaining
specific textual
evidence from
a variety of
sources.
*Discriminates
between
relevant and
*Develops
ideas more
fully than
others, using
relevant textual
evidence from
a variety of
sources.
*Attempts to
discriminate
between
relevant and
irrelevant
*Develops
ideas briefly or
partially, using
some textual
evidence but
without much
elaboration.
*May contain a
mix of relevant
and irrelevant
information
and/or confuse
the difference
1
*Conveys a
confused or
largely
inaccurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers unclear
analysis or
unwarranted
explanations
that fail to
support of the
topic
*Attempts to
offer some
development of
ideas, but
textual
evidence is
vague,
repetitive or
unjustified.
*Contains
irrelevant
and/or
inaccurate
Fluency
The extent to
which the
presenter uses the
language with
ease with no
lapses on grammar
Over-all Impact
The extent to
which the
presenter
pronounce the
words, voice
quality, vocabulary,
and the utilization
of non-verbal cues.
Criteria
relevant and
irrelevant
information and
between fact
and opinion.
*Has complete
fluency in the
language such
that his speech
is fully
accepted by
educated
native
speakers.
*No
grammatical
lapses.
*Equivalent to
and fully
accepted by
educated
native
speakers.
*Has a
consistent wellmodulated
voice.
*Has eyecontact all
throughout the
presentation
and uses other
non-verbal
cues precisely.
irrelevant
information and
between fact
and opinion.
information and
between fact
and opinion.
between fact
and opinion
*Able to use
the language
fluently on all
levels normally
pertinent to
professional
needs. Can
participate in
any
conversation
within the
range of this
experience with
a high degree
of fluency.
*Errors in
grammar are
quite rare.
*Errors in
pronunciation
are quite rare.
*Has a wellmodulated
voice.
*With a high
degree of
precision of
vocabulary
*Has eyecontact and
uses other nonverbal cues
frequently.
*Can discuss
particular
interests of
competence
with
reasonable
ease. Rarely
had to grope
for words.
*Control of
grammar is
good.
*Can handle
with confidence
but not with
facility.
*Can usually
handle
elementary
constructions
quite
accurately but
does not have
thorough or
confident
control of
grammar.
*Errors in
*Accent is
intelligible
though often
quite faulty.
*Has speaking
vocabulary
sufficient to
express
himself simply
with some
errors.
*The voice is
soft to be
heard by the
audience.
*Limited use of
non-verbal
cues.
pronunciation
never interfere
with
understanding
and accent may
be obviously
foreign.
*Voice quality is
not consistent.
*Vocabulary is
broad enough
that he rarely
grope for words
*Utilizes nonverbal cues
rarely.
information
and/or confuse
the difference
between fact
and opinion
*Often has to
grope for
words.
*Errors in
grammar are
frequent.
*Errors in
pronunciation
are frequent.
*Speaking
vocabulary
inadequate to
express
anything.
*The voice is
very soft.
*Has no eyecontact and
deals with
mannerisms.
Content
Most of the
journal entries
engage the
reader with
worthwhile and
interesting
presentation.
Some of the
writing engages
the reader with
worthwhile
ideas and
interesting
presentation.
Relevance
Most of the
journal entries
are relevant and
timely.
Use language
that is fluent
and original and
incorporate
varied sentence
patterns that
reveal an
awareness of
different
syntactic
structures.
Some of the
journal entries
are relevant and
timely.
Use appropriate
language and
make some
attempt to
include different
sentence
patterns but
with awkward or
uneven
success.
The writing
always reflects
the writers
conviction and
always brings
the subject to
life.
The writers
conviction is
often apparent
and the writing
frequently
brings the
subject to life.
The writers
conviction
occasionally is
apparent and
the writing
occasionally
brings the
subject to life.
Language
Use
Level of
Insight
A few of the
journal entries
engage the
reader with
worthwhile
ideas and an
interesting
presentation
A few of the
journal entries
are relevant
and timely.
Rely on basic
vocabulary and
reveal a limited
awareness on
how to vary
sentence
patterns and
rely on a limited
range of
syntactic
structures.
The writers
conviction
rarely is
apparent and
the writing
rarely brings
the subject to
life.
Criteria
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a strong
control and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally clear
and focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly related
to the theme,
or limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
The writing
lacks clarity
and focus
and contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development
of content so
that no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability
to shape and
connect ideas.
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders
and arranges
events, ideas,
and/or details
within each
paragraph and
within the work
as a whole;
establishes
relationships
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding and
compelling.
*Focus and
coherence
allow the writing
to flow smoothly
so that
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
*The writing
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
the flow is
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
connect ideas.
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
not always clear
The
organization
does not
develop the
central idea
or theme.
The writing
lacks
direction and
flow because
ideas, details,
or events are
presented in
random
order.
*The opening
is unclear and
has no
between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or
thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
with the central
idea of the
paper.
*The main idea
and details
within each
paragraph are
related.
*The conclusion
is about the
central idea.
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
related
*In some
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
Level of Insight
Describes how
effectively the
writer
communicates in
a manner that is
The writing
reflects an
outstanding
ability to
communicate
in an
The writing
reflects a
strong ability
to
communicate
in an
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
reflects
developed
ability to
communicate
in an
The writing
reflects a
limited ability
to
communicate
in an
direction.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement
of events,
ideas, and/or
details.
*Transitions
are lacking so
that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected
or missing.
The writing
includes
many topics
and does not
express one
central idea
or opinion.
*Few
paragraphs
have a main
idea or the
main idea
does not go
with the central
idea of the
paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
The writing
lacks an
apparent
voice.
* The writers
conviction
individualistic,
expressive and
engaging,
thereby,
revealing the
writers stance
toward the
subject.
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writers
conviction.
*The writing
always brings
the subject to
life.
individualistic
an, sincere
and engaging
voice.
*The writers
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
rarely is
apparent.
*The writing
rarely brings the
subject to life.
never is
apparent.
*The writing
does not bring
the subject to
life.
Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood
Cliffs,
NJ: Prentice Hall Regents
St. Pauls Junior High School. Writing Analytic Scoring Rubric. St. Johns, Newfoundland
Adapted from:
Criteria
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
Rubric for Grading the Term Papers and Short Response Papers
5
4
3
2
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
The writing is
clear and
focused.
Ideas and
details
support the
central theme.
*The writing
demonstrates a
strong
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often
original and
purposeful.
*The writing
reflects a strong
control and
development of
content.
*The writing
demonstrates a
highly
developed
ability to shape
and connect
ideas.
The writing is
generally clear
and focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly related
to the theme,
or limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
1
The writing
lacks clarity
and focus
and contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development
of content so
that no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders
and arranges
events, ideas,
and/or details
within each
paragraph and
within the work
as a whole;
establishes
relationships
between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding and
compelling.
*Focus and
coherence
allow the writing
to flow smoothly
so that
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
*The writing
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
the flow is
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or
thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
limited ability to
shape and
connect ideas.
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
not always clear
and has little
direction.
*Focus and
coherence falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few connections
are made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or only
vaguely related
to opening.
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
to shape and
connect ideas.
The
organization
does not
develop the
central idea
or theme.
The writing
lacks
direction and
flow because
ideas, details,
or events are
presented in
random
order.
*The opening
is unclear and
has no
direction.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement
of events,
ideas, and/or
details.
*Transitions
are lacking so
that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected
or missing.
The writing
includes
many topics
and does not
express one
central idea
or opinion.
*Few
paragraphs
have a main
idea or the
Level of Insight
Describes how
effectively the
writer
communicates in
a manner that is
individualistic,
expressive and
engaging,
thereby,
revealing the
writers stance
toward the
subject.
Adapted from:
of each
paragraph goes
with the central
idea of the
paper.
*The main idea
and details
within each
paragraph are
related.
*The conclusion
is about the
central idea.
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
The writing
reflects an
outstanding
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writers
conviction.
*The writing
always brings
the subject to
life.
The writing
reflects a
strong ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writers
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
main idea
does not go
with the central
idea of the
paper.
*Few
paragraphs
contain a main
idea and
related details.
None of the
conclusion is
about the
central idea.
The writing
reflects a
limited ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
rarely is
apparent.
*The writing
rarely brings the
subject to life.
The writing
lacks an
apparent
voice.
* The writers
conviction
never is
apparent.
*The writing
does not bring
the subject to
life.
Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood
Cliffs,
NJ: Prentice Hall Regents
St. Pauls Junior High School. Writing Analytic Scoring Rubric. St. Johns, Newfoundland
Criteria
Content/Meaning
The extent to
which the
presentation
exhibits sound
understanding,
analysis and
explanation of the
subject matter.
5
*Conveys an
accurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers
insightful and
thorough
analysis and
explanation in
support of the
topic
4
*Conveys an
accurate and
complete
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers clear
and explicit
analysis and
explanation in
support of the
topic
3
*Conveys an
accurate
although
somewhat
basic
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers partial
analysis and
explanation in
support of the
topic
2
*Conveys a
partly accurate
understanding
of the topic,
audience and
the purpose for
the
presentation
* Offers limited
analysis or
superficial
explanation
that only
partially
support the
topic
Development of
Ideas
The extent to
which ideas are
elaborated using
specific and
relevant details
and/or evidence to
support the topic.
*Develops
ideas clearly
and fully,
effectively
integrating and
elaborating on
specific textual
evidence from
a variety of
sources.
*Effectively
discriminates
between
relevant and
irrelevant
information and
between fact
and opinion.
*Has complete
fluency in the
language such
that his speech
is fully
accepted by
educated
native
speakers.
*No
grammatical
lapses.
*Develops
ideas clearly
and
consistently,
incorporating
and explaining
specific textual
evidence from
a variety of
sources.
*Discriminates
between
relevant and
irrelevant
information and
between fact
and opinion.
*Develops
ideas more
fully than
others, using
relevant textual
evidence from
a variety of
sources.
*Attempts to
discriminate
between
relevant and
irrelevant
information and
between fact
and opinion.
*Develops
ideas briefly or
partially, using
some textual
evidence but
without much
elaboration.
*May contain a
mix of relevant
and irrelevant
information
and/or confuse
the difference
between fact
and opinion
*Able to use
the language
fluently on all
levels normally
pertinent to
professional
needs. Can
participate in
any
conversation
within the
range of this
experience with
a high degree
of fluency.
*Errors in
grammar are
quite rare.
*Errors in
pronunciation
are quite rare.
*Has a well-
*Can discuss
particular
interests of
competence
with
reasonable
ease. Rarely
had to grope
for words.
*Control of
grammar is
good.
*Can handle
with confidence
but not with
facility.
*Can usually
handle
elementary
constructions
quite
accurately but
does not have
thorough or
confident
control of
grammar.
*Errors in
*Accent is
intelligible
though often
quite faulty.
Fluency
The extent to
which the
presenter uses the
language with
ease with no
lapses on grammar
Over-all Impact
The extent to
which the
presenter
*Equivalent to
and fully
accepted by
educated
pronunciation
never interfere
with
1
*Conveys a
confused or
largely
inaccurate and
in-depth
understanding
of the topic,
audience and
the purpose for
the
presentation
*Offers unclear
analysis or
unwarranted
explanations
that fail to
support of the
topic
*Attempts to
offer some
development of
ideas, but
textual
evidence is
vague,
repetitive or
unjustified.
*Contains
irrelevant
and/or
inaccurate
information
and/or confuse
the difference
between fact
and opinion
*Often has to
grope for
words.
*Errors in
grammar are
frequent.
*Errors in
pronunciation
are frequent.
*Speaking
pronounce the
words, voice
quality, vocabulary,
and the utilization
of non-verbal cues.
native
speakers.
*Has a
consistent wellmodulated
voice.
*Has eyecontact all
throughout the
presentation
and uses other
non-verbal
cues precisely.
Criteria
Substantiation
of Ideas
Describes how
effectively the
student
establishes a
purpose, selects
and integrates
ideas, and
includes details
to support,
develop and/or
illustrate ideas.
The writing is
clear and
strongly
focused. Ideas
and details
support and
enhance the
central theme.
*The writing
demonstrates
an outstanding
knowledge of
the subject
matter
*The writing
includes ideas
and details
which are
always original
and purposeful.
*The writing
reflects an
outstanding
control and
development of
content
*The writing
demonstrates
an outstanding
ability to shape
and connect
ideas
modulated
voice.
*With a high
degree of
precision of
vocabulary
*Has eyecontact and
uses other nonverbal cues
frequently.
understanding
and accent may
be obviously
foreign.
*Voice quality is
not consistent.
*Vocabulary is
broad enough
that he rarely
grope for words
*Utilizes nonverbal cues
rarely.
The writing is
generally clear
and focused.
Support for
the central
theme is
attempted but
details may be
general, not
directly related
to the theme,
or limited in
scope.
*The writing
demonstrates a
good
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which tend to
predictable and
routine.
*The writing
reflects a good
control and
development of
details.
*The writing
demonstrates a
good ability to
shape and
connect ideas.
*Has speaking
vocabulary
sufficient to
express
himself simply
with some
errors.
*The voice is
soft to be
heard by the
audience.
*Limited use of
non-verbal
cues.
vocabulary
inadequate to
express
anything.
*The voice is
very soft.
*Has no eyecontact and
deals with
mannerisms.
The writing
lacks clarity
but has
discernable
focus.
Support for
the central
theme is
sketchy and
details are
repetitive
and/or
superficial.
*The writing
demonstrates a
limited
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which often are
superficial and
unclear.
*The writing
reflects a
limited control
and
development of
content, but still
maintains a
semblance of a
central theme.
*The writing
demonstrates a
limited ability to
shape and
The writing
lacks clarity
and focus
and contains
sketchy
details.
*The writing
demonstrates
an either
extremely
limited or
unclear
knowledge of
the subject
matter.
*The writing
includes ideas
and details
which are
always
superficial and
unclear.
*The writing
reflects an
extremely
limited control
and
development
of content so
that no central
theme
emerges.
*The writing
demonstrates
an extremely
limited ability
to shape and
connect ideas.
Organization
Describes how
effectively the
writer creates an
opening and
provides closure;
establishes and
maintains a
focus; orders
and arranges
events, ideas,
and/or details
within each
paragraph and
within the work
as a whole;
establishes
relationships
between events,
ideas, and/or
details within
each paragraph
and within the
work as a whole.
The
organization
enhances the
central idea or
theme. The
order,
structure and
presentation
are
compelling.
*The opening is
outstanding and
compelling.
*Focus and
coherence
allow the writing
to flow smoothly
so that
organizational
patterns or
structures are
seamless.
*The writing
demonstrates a
purposeful and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
smooth and
weave the
separate
threads of
meaning into
one cohesive
whole.
*Effective
closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
The
organization
reinforces the
central idea or
theme. The
order,
structure and
presentation
are purposeful
and clear.
*The opening is
strong and
directive.
*Focus and
coherence are
consistently
maintained.
*The writing
demonstrates a
clear and
effective
arrangement of
events, ideas,
and/or details.
*Transitions are
effective and
clearly connect
events, ideas,
and/or details.
*Closure
reinforces unity
and provides an
extremely
strong sense of
resolution.
The
organization
develops the
central idea or
theme. The
order,
structure and
presentation
are
predictable.
*The opening is
generally clear
and directive.
* Focus and
coherence are
generally
maintained but
the flow is
sometimes
interrupted.
*The writing
demonstrates a
clear but
sometimes
mechanical
arrangement of
events, ideas,
and/or details.
*Transitions
generally work
well but
sometimes the
connections
between ideas
seem forced,
inappropriate,
or predictable.
*Closure
contributes to
unity but the
resolution tends
to be obvious.
connect ideas.
The
organization
does not
develop
central idea or
theme
effectively.
The order,
structure and
presentation
are weak and
inconsistent,
resulting in
continual
interruptions
in flow.
*The opening is
not always clear
and has little
direction.
*Focus and
coherence falter
frequently.
*The writing
demonstrates a
discernable, but
weak and
inconsistent
arrangement of
events, ideas,
and/or details.
*Transitions are
rarely used and
few connections
are made.
*Closure,
although
present, is
either too weak
to tie the piece
together, or only
vaguely related
to opening.
Unity
Describes how
the writing
presents a
central ideas,
opinion, or
thesis.
The writing
strongly
expresses a
clear central
idea or
opinion about
the topic.
*Everything in
the writing goes
together.
*The main idea
of each
paragraph goes
The writing
expresses a
clear central
idea or
opinion about
the topic.
*Most parts of
the writing go
together.
*The main idea
of most
paragraphs
goes with the
The writing
generally
expresses a
clear central
idea or
opinion about
the topic.
*Generally
some parts of
the writing go
together.
*The main idea
of some
The writing
includes a
topic, but the
central idea or
opinion is not
clear.
*Some parts of
the writing go
together.
*In some
paragraphs, the
main idea and
details are
The
organization
does not
develop the
central idea
or theme.
The writing
lacks
direction and
flow because
ideas, details,
or events are
presented in
random
order.
*The opening
is unclear and
has no
direction.
*Focus and
coherence are
lacking so that
the flow of the
writing is lost.
*The writing
demonstrates
an unclear or
haphazard
arrangement
of events,
ideas, and/or
details.
*Transitions
are lacking so
that
connections
between ideas
are fuzzy,
incomplete or
perplexing.
*Closure is
either
inappropriate,
unconnected
or missing.
The writing
includes
many topics
and does not
express one
central idea
or opinion.
*Few
paragraphs
have a main
idea or the
main idea
does not go
Level of Insight
Describes how
effectively the
writer
communicates in
a manner that is
individualistic,
expressive and
engaging,
thereby,
revealing the
writers stance
toward the
subject.
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Most of the
conclusion is
about the
central idea.
The writing
reflects an
outstanding
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writing
always reflects
the writers
conviction.
*The writing
always brings
the subject to
life.
The writing
reflects a
strong ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
*The writers
conviction is
often apparent.
*The writing
frequently
brings the
subject to life.
paragraphs
goes with the
central idea of
the paper.
*In most
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
reflects
developed
ability to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
occasionally is
apparent.
*The writing
occasionally
brings the
subject to life.
related
*In some
paragraphs, the
main idea and
details are
related.
*Some parts of
the conclusion
are about the
central idea.
The writing
reflects a
limited ability
to
communicate
in an
individualistic
an, sincere
and engaging
voice.
* The writers
conviction
rarely is
apparent.
*The writing
rarely brings the
subject to life.
The writing
lacks an
apparent
voice.
* The writers
conviction
never is
apparent.
*The writing
does not bring
the subject to
life.
Reid, J. (1990). Evaluating Student Writing. The teaching of ESL writing. Engelwood
Cliffs,
NJ: Prentice Hall Regents
St. Pauls Junior High School. Writing Analytic Scoring Rubric. St. Johns, Newfoundland
Adapted from:
Criteria
Content
5
All the journal
entries engage
the reader with
worthwhile ideas
and an
interesting
presentation.
4
Most of the
journal entries
engage the
reader with
worthwhile and
interesting
presentation.
3
Some of the
writing engages
the reader with
worthwhile
ideas and
interesting
presentation.
Relevance
Most of the
journal entries
are relevant and
timely.
Use language
that is fluent
and original and
incorporate
varied sentence
patterns that
reveal an
awareness of
different
syntactic
structures.
Some of the
journal entries
are relevant and
timely.
Use appropriate
language and
make some
attempt to
include different
sentence
patterns but
with awkward or
uneven
success.
The writing
always reflects
the writers
conviction and
always brings
the subject to
life.
The writers
conviction is
often apparent
and the writing
frequently
brings the
subject to life.
The writers
conviction
occasionally is
apparent and
the writing
occasionally
brings the
subject to life.
Language
Use
Level of
Insight
2
A few of the
journal entries
engage the
reader with
worthwhile
ideas and an
interesting
presentation
A few of the
journal entries
are relevant
and timely.
Rely on basic
vocabulary and
reveal a limited
awareness on
how to vary
sentence
patterns and
rely on a limited
range of
syntactic
structures.
The writers
conviction
rarely is
apparent and
the writing
rarely brings
the subject to
life.
1
The writing does
not engage the
reader.
Criteria
Contribution
Cooperation
On-Task
Communication
Grade
9-10
4
Exemplary
All members
contribute equally,
and some even
contribute more
than was required.
All members work
well together all of
the time; assist
others when
needed.
3
Accomplished
All members
contribute equally.
2
Developing
All members
contribute, but
some contribute
more than others.
1
Beginning
One or more
members do not
contribute.
Teacher
intervention
needed often to
help group
cooperate.
Team is on task
most of the time.
Does not need any
teacher reminders.
Each member
listens well to
other members.
Each member
speaks in friendly
and encouraging
tones.
7-8
5-6
3-4
Members need
some teacher
intervention to be
able to listen to
each other and
speak to each
other appropriately.
Team needs
frequent teacher
reminders to get on
task.
Members need
frequent teacher
intervention to
listen to each other
and speak to each
other appropriately.
Criteria
5
Exemplary
Content
Gives very
specific
information.
Addressed all of
the assignment
components.
Clearly
illustrates critical
and reflective
thinking.
Well thought out
response.
Technical
Execution is
excellent. No
grammar or
writing errors.
Reads easily. Is
well organized.
4
Meet
Expectations
Contains specific
information.
Addressed all of
the assignment
components. Is
relatively
detailed. Shows
some critical and
reflective
thinking.
Relatively well
thought out
response
Well executed.
Few grammar or
writing errors.
Reads easily.
Is fairly well
organized.
3
Developing
2
Poor
0
Not Apparent
Has some
specific
information.
Addressed
many of the
assignment
components.
Not detailed.
Poorly thought
out response.
Is vague and
does not
address all
assignment
components. No
evidence of
having given the
assignment real
thought.
No assignment
submitted or
submitted late.
Execution is
poor. Many
grammar or
writing errors.
Hard to read.
Poorly
organized.
Falls short of
the required
length for the
assignment.
Very poorly
written. Very
difficult to read.
No organization
is evident.
Reads like a last
minute effort.
No assignment
submitted or
submitted late.