Student Work Rubric - Argumentation Task - Grades 6-8

Scoring
Elements

Emerging
1

1.5

Approaches Expectations
2

2.5

Meets Expectations
3

Makes an unclear or
unfocused claim.

Makes a general claim

that addresses the
prompt, with an uneven
focus.

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 /
Explanation
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.

Organizatio
n

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.

Controlling
Idea

Selection &
Citation of
Evidence

Convention
s

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.
Consistently cites sources with
minor formatting errors.

Consistently applies standard

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

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

Literacy Design Collaborative, March 2016

precise word choice.

Language or tone is
inappropriate.
Additional
Task
Demands
(When
applicable)

Disciplinary
Content
Understand
ing

Uses language and tone

that are sometimes
inappropriate for the
audience and purpose.

Uses language and tone

appropriate to the audience
and purpose.

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

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.

PLAN THE
DESIGN

Proposes a design plan

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

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.

DESIGN
SOLUTIONS

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.

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.

DEFINE
PROBLEMS

Consistently uses
language and tone
appropriate to the
audience and purpose.
Addresses additional task
demands effectively to
strengthen the clarity
and development of
the argument.

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

 Literacy Design Collaborative, March 2016