Smarter Balanced

Assessment Consortium:
English Language Arts Rubrics

Developed by Measured Progress/ETS Collaborative

April 16, 2012
 Smarter Balanced
Argumentative Writing Rubric (Grades 611)
Sample Generic 4-point Argumentative Writing Rubric (Grades 6-11)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is fully The response has a clear The response provides The response clearly and The response
sustained and and effective thorough and convincing effectively expresses demonstrates a strong
consistently and organizational structure support/evidence for the ideas, using precise command of conventions:
purposefully focused: creating unity and writers claim that language: few, if any, errors are
claim is clearly stated, completeness: includes the effective use use of academic and present in usage and
focused and strongly effective, consistent of sources, facts, and domain-specific sentence formation
maintained use of a variety of details. The response vocabulary is clearly
achieves substantial effective and consistent
alternate or opposing transitional strategies appropriate for the use of punctuation,
depth that is specific and audience and purpose
4 claims are clearly logical progression of relevant: capitalization, and
addressed* ideas from beginning spelling
to end use of evidence from
claim is introduced sources is smoothly
and communicated effective introduction integrated,
clearly within the and conclusion for comprehensive,
context audience and purpose relevant, and concrete
strong connections effective use of a
among ideas, with variety of elaborative
some syntactic variety techniques

Smarter Balanced Argumentative Writing Rubric (Grades 611) 1

 Smarter Balanced
Argumentative Writing Rubric (Grades 611)
Sample Generic 4-point Argumentative Writing Rubric (Grades 6-11)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is The response has an The response provides The response adequately The response
adequately sustained evident organizational adequate expresses ideas, demonstrates an adequate
and generally focused: structure and a sense of support/evidence for employing a mix of command of conventions:
claim is clear and for completeness, though writers claim that precise with more general some errors in usage
the most part there may be minor flaws includes the use of language and sentence formation
maintained, though and some ideas may be sources, facts, and use of domain-specific may be present, but no
some loosely related loosely connected: details. The response vocabulary is generally systematic pattern of
material may be adequate use of achieves some depth and appropriate for the errors is displayed
present transitional strategies specificity but is audience and purpose
predominantly general: adequate use of
3 context provided for with some variety punctuation,
the claim is adequate adequate progression some evidence from capitalization, and
of ideas from sources is integrated, spelling
beginning to end though citations may
be general or
adequate introduction imprecise
and conclusion
adequate use of some
adequate, if slightly elaborative techniques
inconsistent,
connection among
ideas

Smarter Balanced Argumentative Writing Rubric (Grades 611) 2


Argumentative Writing Rubric (Grades 611)
Sample Generic 4-point Argumentative Writing Rubric (Grades 6-11)
Statement of Purpose/Focus and Organization
Score
Statement of
Organization
Purpose/Focus
The response is The response has an
somewhat sustained and inconsistent
may have a minor drift in organizational structure,
focus: and flaws are evident:
may be clearly focused inconsistent use of
on the claim but is basic transitional
insufficiently sustained strategies with little
variety
claim on the issue may
2 evidence from sources
be somewhat unclear uneven progression of
and unfocused ideas from beginning
to end
conclusion and
introduction, if present,
are weak
weak connection
among ideas
Smarter Balanced Argumentative Writing Rubric (Grades 611)
Smarter Balanced
Development: Language and Elaboration of Evidence
Conventions
Elaboration of Evidence Language and Vocabulary
The response provides The response expresses The response
uneven, cursory ideas unevenly, using demonstrates a partial
support/evidence for the simplistic language: command of conventions:
writers claim that use of domain-specific frequent errors in usage
includes partial or uneven vocabulary may at may obscure meaning
use of sources, facts, and times be inappropriate
details, and achieves inconsistent use of
for the audience and punctuation,
little depth: purpose
capitalization, and
spelling
is weakly integrated,
and citations, if
present, are uneven
weak or uneven use of
elaborative techniques
3
 Smarter Balanced
Argumentative Writing Rubric (Grades 611)
Sample Generic 4-point Argumentative Writing Rubric (Grades 6-11)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response may be The response has little or The response provides The response expression The response
related to the purpose no discernible minimal of ideas is vague, lacks demonstrates a lack of
but may offer little organizational structure: support/evidence for the clarity, or is confusing: command of conventions:
relevant detail: few or no transitional writers claim that uses limited language errors are frequent and
may be very brief strategies are evident includes little or no use of or domain-specific severe and meaning is
1 sources, facts, and vocabulary often obscure
may have a major drift frequent extraneous details:
claim may be ideas may intrude may have little sense
use of evidence from of audience and
confusing or sources is minimal,
ambiguous purpose
absent, in error, or
irrelevant

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

*Begins in 7th grade

Smarter Balanced Argumentative Writing Rubric (Grades 611) 4

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 35)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is fully The response has a clear The response provides The response clearly and The response
sustained and and effective thorough and convincing effectively expresses demonstrates a strong
consistently and organizational structure support/evidence for the ideas, using precise command of conventions:
purposefully focused: creating unity and controlling idea or main language: few, if any, errors are
controlling idea or completeness: idea that includes the use of academic and present in usage and
main idea of a topic is use of a variety of effective use of sources, domain-specific sentence formation
focused, clearly stated, transitional strategies facts, and details: vocabulary is clearly effective and consistent
and strongly logical progression of use of evidence from appropriate for the use of punctuation,
4 maintained sources is smoothly audience and purpose
ideas from beginning capitalization, and
controlling idea or to end integrated, spelling
main idea of a topic is comprehensive, and
effective introduction relevant
introduced and and conclusion for
communicated clearly audience and purpose effective use of a
within the context variety of elaborative
techniques

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 35) 1

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 35)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is The response has an The response provides The response adequately The response
adequately sustained evident organizational adequate expresses ideas, demonstrates an adequate
and generally focused: structure and a sense of support/evidence for the employing a mix of command of conventions:
focus is clear and for completeness, though controlling idea or main precise with more general some errors in usage
the most part there may be minor flaws idea that includes the language and sentence formation
maintained, though and some ideas may be use of sources, facts, and use of domain-specific may be present, but no
some loosely related loosely connected: details: vocabulary is generally systematic pattern of
3 material may be adequate use of some evidence from appropriate for the errors is displayed
present transitional strategies sources is integrated, audience and purpose adequate use of
some context for the with some variety though citations may punctuation,
controlling idea or adequate progression be general or capitalization, and
main idea of the topic of ideas from imprecise spelling
is adequate beginning to end adequate use of some
adequate introduction elaborative techniques
and conclusion

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 35) 2

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 35)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is The response has an
somewhat sustained and inconsistent
may have a minor drift in organizational structure,
focus: and flaws are evident:
may be clearly focused inconsistent use of
on the controlling or transitional strategies
2 main idea, but is with little variety
insufficiently sustained uneven progression of
controlling idea or ideas from beginning
main idea may be to end
unclear and somewhat
conclusion and
unfocused introduction, if present,
are weak
The response provides The response expresses The response
uneven, cursory ideas unevenly, using demonstrates a partial
support/evidence for the simplistic language: command of conventions:
controlling idea or main use of domain-specific frequent errors in usage
idea that includes partial vocabulary that may at may obscure meaning
or uneven use of sources, times be inappropriate
facts, and details: inconsistent use of
for the audience and punctuation,
evidence from sources purpose capitalization, and
is weakly integrated, spelling
and citations, if
present, are uneven
weak or uneven use of
elaborative techniques

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 35) 3

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 35)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response may be The response has little or The response provides The response expression The response
related to the topic but no discernible minimal of ideas is vague, lacks demonstrates a lack of
may provide little or no organizational structure: support/evidence for the clarity, or is confusing: command of conventions:
focus: few or no transitional controlling idea or main uses limited language errors are frequent and
may be very brief strategies are evident idea that includes little or or domain-specific severe and meaning is
1 no use of sources, facts, vocabulary often obscure
may have a major drift frequent extraneous and details:
focus may be ideas may intrude may have little sense
use of evidence from of audience and
confusing or the source material is
ambiguous purpose
minimal, absent, in
error, or irrelevant

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 35) 4

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 611)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 611)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is fully The response has a clear The response provides The response clearly and The response
sustained and and effective thorough and convincing effectively expresses demonstrates a strong
consistently and organizational structure support/evidence for the ideas, using precise command of conventions:
purposefully focused: creating unity and controlling idea or main language: few, if any, errors are
controlling idea or completeness: idea that includes the use of academic and present in usage and
main idea of a topic is use of a variety of effective use of sources, domain-specific sentence formation
focused, clearly stated, transitional strategies facts, and details. The vocabulary is clearly
response achieves effective and consistent
and strongly logical progression of appropriate for the use of punctuation,
maintained substantial depth that is audience and purpose
4 ideas from beginning specific and relevant: capitalization, and
controlling idea or to end spelling
main idea of a topic is use of evidence from
effective introduction sources is smoothly
introduced and and conclusion for
communicated clearly integrated,
audience and purpose comprehensive, and
within the context
strong connections concrete
among ideas, with effective use of a
some syntactic variety variety of elaborative
techniques

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 611) 1

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 611)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 611)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is The response has an The response provides The response adequately The response
adequately sustained evident organizational adequate expresses ideas, demonstrates an adequate
and generally focused: structure and a sense of support/evidence for the employing a mix of command of conventions:
focus is clear and for completeness, though controlling idea or main precise with more general some errors in usage
the most part there may be minor flaws idea that includes the language and sentence formation
maintained, though and some ideas may be use of sources, facts, and use of domain-specific may be present, but no
some loosely related loosely connected: details: vocabulary is generally systematic pattern of
material may be adequate use of some evidence from appropriate for the errors is displayed
present transitional strategies sources is integrated, audience and purpose adequate use of
3 some context for the with some variety though citations may punctuation,
controlling idea or adequate progression be general or capitalization, and
main idea of the topic of ideas from imprecise spelling
is adequate beginning to end adequate use of some
adequate introduction elaborative techniques
and conclusion
adequate, if slightly
inconsistent,
connection among
ideas

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 611) 2

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 611)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 611)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is The response has an
somewhat sustained and inconsistent
may have a minor drift in organizational structure,
focus: and flaws are evident:
may be clearly focused inconsistent use of
on the controlling or transitional strategies
main idea, but is with little variety
2 insufficiently sustained uneven progression of
controlling idea or ideas from beginning
main idea may be to end
unclear and somewhat
conclusion and
unfocused introduction, if present,
are weak
weak connection
among ideas
The response provides The response expresses The response
uneven, cursory ideas unevenly, using demonstrates a partial
support/evidence for the simplistic language: command of conventions:
controlling idea or main use of domain-specific frequent errors in usage
idea that includes partial vocabulary that may at may obscure meaning
or uneven use of sources, times be inappropriate
facts, and details: inconsistent use of
for the audience and punctuation,
evidence from sources purpose capitalization, and
is weakly integrated, spelling
and citations, if
present, are uneven
weak or uneven use of
elaborative techniques

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 611) 3

 Smarter Balanced
Informative-Explanatory Writing Rubric
(Grades 611)
Sample Generic 4-point Informative-Explanatory Writing Rubric (Grades 611)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response may be The response has little or The response provides The response expression The response
related to the topic but no discernible minimal of ideas is vague, lacks demonstrates a lack of
may provide little or no organizational structure: support/evidence for the clarity, or is confusing: command of conventions:
focus: few or no transitional controlling idea or main uses limited language errors are frequent and
may be very brief strategies are evident idea that includes little or or domain-specific severe and meaning is
1 no use of sources, facts, vocabulary often obscure
may have a major drift frequent extraneous and details:
focus may be ideas may intrude may have little sense
use of evidence from of audience and
confusing or the source material is
ambiguous purpose
minimal, absent, in
error, or irrelevant

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Smarter Balanced Informative-Explanatory Writing Rubric (Grades 611) 4

 Smarter Balanced
Narrative Writing Rubric (Grades 38)
Sample Generic 4-point Narrative Writing Rubric (Grades 38)

Establishment of Narrative Focus and Organization Development: Elaboration and Language

Score Conventions
Narrative Focus Organization Elaboration of Narrative Language and Vocabulary

The narrative, real or The narrative, real or The narrative, real or The narrative, real or The narrative, real or
imagined, is clearly imagined, has an imagined, provides imagined, clearly and imagined, demonstrates a
focused and maintained effective plot helping thorough and effective effectively expresses strong command of
throughout: create unity and elaboration using details, experiences or events: conventions:
effectively establishes completeness: dialogue, and description: effective use of few, if any, errors in
a setting, narrator effective, consistent effective use of a sensory, concrete, and usage and sentence
and/or characters, and use of a variety of variety of narrative figurative language formation
point of view* transitional strategies techniques that clearly advance the effective and consistent
4 advance the story or purpose
logical sequence of use of punctuation,
events from beginning illustrate the capitalization, and
to end experience spelling
effective opening and
closure for audience
and purpose

Smarter Balanced Narrative Writing Rubric (Grades 38) 1

 Smarter Balanced
Narrative Writing Rubric (Grades 38)
Sample Generic 4-point Narrative Writing Rubric (Grades 38)

Establishment of Narrative Focus and Organization Development: Elaboration and Language

Score Conventions
Narrative Focus Organization Elaboration of Narrative Language and Vocabulary

The narrative, real or The narrative, real or The narrative, real or The narrative, real or The narrative, real or
imagined, is adequately imagined, has an evident imagined, provides imagined, adequately imagined, demonstrates
focused and generally plot helping create a adequate elaboration expresses experiences or an adequate command of
maintained throughout: sense of unity and using details, dialogue, events: conventions:
adequately establishes completeness, though and description: adequate use of some errors in usage
a setting, narrator there may be minor flaws adequate use of a sensory, concrete, and and sentence formation
and/or characters, and and some ideas may be variety of narrative figurative language but no systematic
point of view* loosely connected: techniques that generally advance the pattern of errors is
3 adequate use of a generally advance the purpose displayed
variety of transitional story or illustrate the adequate use of
strategies experience punctuation,
adequate sequence of capitalization, and
events from beginning spelling
to end
adequate opening and
closure for audience
and purpose

Smarter Balanced Narrative Writing Rubric (Grades 38) 2

 Smarter Balanced
Narrative Writing Rubric (Grades 38)
Sample Generic 4-point Narrative Writing Rubric (Grades 38)

Establishment of Narrative Focus and Organization Development: Elaboration and Language

Score Conventions
Narrative Focus Organization Elaboration of Narrative Language and Vocabulary

The narrative, real or The narrative, real or The narrative, real or The narrative, real or The narrative, real or
imagined, is somewhat imagined, has an imagined, provides imagined, unevenly imagined, demonstrates a
maintained and may inconsistent plot, and uneven, cursory expresses experiences or partial command of
have a minor drift in flaws are evident: elaboration using partial events: conventions:
focus: inconsistent use of and uneven details, partial or weak use of frequent errors in usage
inconsistently basic transitional dialogue, and description: sensory, concrete, and may obscure meaning
establishes a setting, strategies with little narrative techniques, if figurative language inconsistent use of
narrator and/or variety present, are uneven that may not advance punctuation,
2 characters, and point and inconsistent the purpose
uneven sequence of capitalization, and
of view* events from beginning spelling
to end
opening and closure, if
present, are weak
weak connection
among ideas

Smarter Balanced Narrative Writing Rubric (Grades 38) 3

 Smarter Balanced
Narrative Writing Rubric (Grades 38)
Sample Generic 4-point Narrative Writing Rubric (Grades 38)

Establishment of Narrative Focus and Organization Development: Elaboration and Language

Score Conventions
Narrative Focus Organization Elaboration of Narrative Language and Vocabulary

The narrative, real or The narrative, real or The narrative, real or The narrative, real or The narrative, real or
imagined, may be imagined, has little or no imagined, provides imagined, expression of imagined, demonstrates a
maintained but may discernable plot: minimal elaboration using ideas is vague, lacks lack of command of
provide little or no focus: few or no transitional little or no details, clarity, or is confusing: conventions:
may be very brief strategies are evident dialogue, and description: uses limited language errors are frequent and
1 use of narrative
may have a major drift frequent extraneous may have little sense severe and meaning is
ideas may intrude techniques is minimal, of purpose often obscured
focus may be absent, in error, or
confusing or irrelevant
ambiguous

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

*Point of view begins in Grade 7.

Smarter Balanced Narrative Writing Rubric (Grades 38) 4

 Smarter Balanced
Opinion Writing Rubric (Grades 35)
Sample Generic 4-point Opinion Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is fully The response has a clear The response provides The response clearly and The response
sustained and and effective thorough and convincing effectively expresses demonstrates a strong
consistently and organizational structure support/evidence for the ideas, using precise command of conventions:
purposefully focused: creating unity and writers opinion that language: few, if any, errors in
opinion is clearly completeness: includes the effective use use of academic and usage and sentence
stated, focused, and effective, consistent of sources, facts, and domain-specific formation
strongly maintained use of a variety of details: vocabulary is clearly effective and consistent
opinion is transitional strategies use of evidence from appropriate for the use of punctuation,
4 communicated clearly sources is smoothly audience and purpose
logical progression of capitalization, and
within the context ideas from beginning integrated, spelling
to end comprehensive, and
relevant
effective introduction
and conclusion for effective use of a
audience and purpose variety of elaborative
techniques

Smarter Balanced Opinion Writing Rubric (Grades 35) 1

 Smarter Balanced
Opinion Writing Rubric (Grades 35)
Sample Generic 4-point Opinion Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is The response has an The response provides The response adequately The response
adequately sustained recognizable adequate expresses ideas, demonstrates an adequate
and generally focused: organizational structure, support/evidence for the employing a mix of command of conventions:
opinion is clear and for though there may be writers opinion that precise with more general some errors in usage
the most part minor flaws and some includes the use of language and sentence formation
maintained, though ideas may be loosely sources, facts, and use of domain-specific are present, but no
some loosely related connected: details: vocabulary is generally systematic pattern of
3 material may be adequate use of some evidence from appropriate for the errors is displayed
present transitional strategies sources is integrated, audience and purpose adequate use of
context provided for with some variety though citations may punctuation,
the claim is adequate adequate progression be general or capitalization, and
of ideas from imprecise spelling
beginning to end adequate use of some
adequate introduction elaborative techniques
and conclusion

Smarter Balanced Opinion Writing Rubric (Grades 35) 2

 Smarter Balanced
Opinion Writing Rubric (Grades 35)
Sample Generic 4-point Opinion Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response is
somewhat sustained with
some extraneous
material or a minor drift
in focus:
may be clearly focused
2 on the opinion but is
insufficiently sustained
opinion on the issue
may be unclear and
unfocused
The response has an The response provides The response expresses The response
inconsistent uneven, cursory ideas unevenly, using demonstrates a partial
organizational structure, support/evidence for the simplistic language: command of conventions:
and flaws are evident: writers opinion that use of domain-specific frequent errors in usage
inconsistent use of includes partial or uneven vocabulary that may at may obscure meaning
transitional strategies use of sources, facts, and times be inappropriate
details: inconsistent use of
with little variety for the audience and punctuation,
uneven progression of evidence from sources purpose capitalization, and
ideas from beginning is weakly integrated, spelling
to end and citations, if
present, are uneven
conclusion and
introduction, if present, weak or uneven use of
are weak elaborative techniques

Smarter Balanced Opinion Writing Rubric (Grades 35) 3

 Smarter Balanced
Opinion Writing Rubric (Grades 35)
Sample Generic 4-point Opinion Writing Rubric (Grades 35)

Statement of Purpose/Focus and Organization Development: Language and Elaboration of Evidence

Score Conventions
Statement of
Organization Elaboration of Evidence Language and Vocabulary
Purpose/Focus

The response may be The response has little or The response provides The response expression The response
related to the purpose no discernible minimal of ideas is vague, lacks demonstrates a lack of
but may offer little or no organizational structure: support/evidence for the clarity, or is confusing: command of conventions:
focus: few or no transitional writers opinion that uses limited language errors are frequent and
may be very brief strategies are evident includes little or no use of or domain-specific severe and meaning is
1 sources, facts, and vocabulary often obscured
may have a major drift frequent extraneous details:
opinion may be ideas may intrude may have little sense
use of evidence from of audience and
confusing or sources is minimal,
ambiguous purpose
absent, in error, or
irrelevant

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Smarter Balanced Opinion Writing Rubric (Grades 35) 4

 Smarter Balanced
Research Rubrics
Sample Generic 2-point Research (Grades 35)
Interpret & Integrate Information Rubric (Claim 4, Target 2)

2 The response gives sufficient evidence of the ability to locate, select, interpret and integrate information within and among sources of
information.

1 The response gives limited evidence of the ability to locate, select, interpret and integrate information within and among sources of
information.

A response gets no credit if it provides no evidence of the ability to locate, select, interpret and integrate information within and among
0
sources of information.

Smarter Balanced Research Rubrics 1

 Smarter Balanced
Research Rubrics
Sample Generic 2-point Research (Grades 611)
Analyze/Integrate Information Rubric (Claim 4, Target 2)

2 The response gives sufficient evidence of the ability to gather, analyze and integrate information within and among multiple sources of
information.

1 The response gives limited evidence of the ability to gather, analyze and integrate information within and among multiple sources of
information.

A response gets no credit if it provides no evidence of the ability to gather, analyze and integrate information within and among
0
multiple sources of information.

Smarter Balanced Research Rubrics 2

 Smarter Balanced
Research Rubrics
Sample Generic 2-point Research (Grades 45)
Evaluate Information/Sources Rubric (Claim 4, Target 3)

2 The response gives sufficient evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

1 The response gives limited evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.

A response gets no credit if it provides no evidence of the ability to distinguish relevant from irrelevant information such as fact from
0
opinion.

Smarter Balanced Research Rubrics 3

 Smarter Balanced
Research Rubrics
Sample Generic 2-point Research (Grades 611)
Evaluate Information/Sources Rubric (Claim 4, Target 3)

2 The response gives sufficient evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the
information and sources.

1 The response gives limited evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the
information and sources.

A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy
0
of the information and sources.

Smarter Balanced Research Rubrics 4

 Smarter Balanced
Research Rubrics
Sample Generic 2-point Research (Grades 35)
Use Evidence Rubric (Claim 4, Target 4)

2 The response gives sufficient evidence of the ability to cite evidence to support opinions and ideas.

1 The response gives limited evidence of the ability to cite evidence to support opinions and ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence to support opinions and ideas.

Smarter Balanced Research Rubrics 5

 Smarter Balanced
Research Rubrics
Sample Generic 2-point Research (Grades 611)
Use Evidence Rubric (Claim 4, Target 4)

2 The response gives sufficient evidence of the ability to cite evidence to support arguments and/or ideas.

1 The response gives limited evidence of the ability to cite evidence to support arguments and/or ideas.

0 A response gets no credit if it provides no evidence of the ability to cite evidence to support arguments and/or ideas.

Smarter Balanced Research Rubrics 6