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Student Work Rubric - Argumentation Task - Grades 6-8

Scoring
Elements
Controlling
Idea

Emerging
1
Makes an unclear or
unfocused claim.

1.5

Approaches Expectations
2
Makes a general claim
that addresses the
prompt, with an uneven
focus.

2.5

Meets Expectations
3
Establishes and maintains
a clear claim that addresses
all aspects of the prompt.
Includes details, examples,
and/or quotations from
sources that are relevant to
the claim and supporting
ideas.

Selection
& Citation
of
Evidence

Includes minimal details


from sources.
Sources are used without
citation.

Includes details,
examples, and/or
quotations from sources
that are relevant to the
claim. Inconsistently
cites sources.

Developme
nt /
Explanatio
n of
Sources

Explanation of ideas and


source material is
irrelevant, incomplete, or
inaccurate.

Explanation of ideas and


source material is
minimal or contains
minor errors.

Accurately explains ideas


and source material and how
they support the
argument.

Organizati
on

Lacks an evident
structure. Makes unclear
connections among
claim, reasons, and
evidence.

Groups ideas and uses


some transitions to
connect ideas, with
some lapses in
coherence or
organization.

Groups and sequences


ideas to develop the
controlling idea. Uses
transitions to clarify the
relationships among
claim(s), reasons, and
evidence.

Major errors in standard


English conventions
interfere with the clarity
of the writing.

Errors in standard
English conventions
sometimes interfere
with the clarity of the
writing.

Consistently applies
standard English conventions;
minor errors, while
noticeable, do not interfere
with the clarity of the writing.

Uses language and tone


that are sometimes
inappropriate for the

Uses language and tone


appropriate to the
audience and purpose.

Conventio
ns

Language or tone is
inappropriate.

Consistently cites sources


with minor formatting
errors.

3.5

Advanced
4
Establishes and maintains a
clear, specific, and
credible claim that
addresses all aspects of the
prompt.
Includes well-chosen
details, examples, and/or
quotations from sources
that support the claim and
supporting ideas.
Consistently cites sources
using appropriate
format.
Thoroughly and accurately
explains ideas and source
material, using reasoning
to support and develop
the argument.
Groups and sequences
ideas logically to develop
the controlling idea and
create cohesion. Uses
varied transitions to clarify
the relationships among
claim(s), reasons, and
evidence.
Consistently applies
standard English
conventions, with few
errors. Demonstrates
varied syntax and precise
word choice.
Consistently uses
language and tone

Literacy Design Collaborative, March 2016

audience and purpose.


Additional
Task
Demands
(When
applicable)

Disciplinar
y Content
Understan
ding

DEFINE
PROBLEMS

PLAN THE
DESIGN

DESIGN
SOLUTION
S

Does not address


additional task demands.

Addresses additional task


demands superficially.

Addresses additional task


demands adequately to
support the argument.

Add criteria here

Add criteria here

Add criteria here

Defines a problem or
design statement that is
impractical or does not
match the intent of the
problem or constraints.

Defines a problem or
design statement that
generally matches the
intent of the problem or
constraints.

Defines a problem or design


statement that completely
matches the intent of the
problem and constraints.

Proposes a design plan


and explains the criteria,
constraints, OR intent of
the problem with minor
errors or omissions.

Proposes a design plan and


explains how the plan
addresses the criteria,
constraints, and intent of the
problem.

Uses relevant but limited


amounts of data to
evaluate how well the
design addresses the
problem/constraints and
outlines an appropriate
redesign of the original
model or prototype.

Uses relevant and adequate


amounts of data to evaluate
how well the design addresses
the problem/constraints and
using the data explains an
appropriate redesign of the
original model or prototype.

Proposes a design plan


and explains the criteria,
constraints, OR intent of
the problem with major
errors or omissions.
Uses no data to evaluate
how well the design
addresses the
problem/constraints. The
redesign of the original
model or prototype is
inappropriate or
incomplete.

appropriate to the audience


and purpose.
Addresses additional task
demands effectively to
strengthen the clarity
and development of the
argument.

Add criteria here

Defines a problem or design


statement that completely
matches the intent of the
problem and constraints,
and explains how the
design solves the problem
and addresses constraints.
Proposes a design plan with
detailed explanation that
thoroughly explains how the
plan addresses the criteria,
constraints, and intent of
the problem.
Uses detailed and complete
data to evaluate how well
the design addresses the
problem/constraints and
provides a detailed
rationale with supporting
data for the appropriate
redesign of the original
model or prototype.

Literacy Design Collaborative, March 2016

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