Organization 3.1 2.6 2.9 Decreased 2.9 Conciseness 2.9 2.8 2.6 Decreased 2.8 Mailability 1.5 2.1 2.3 Increased 2.0 Knowledge 2.9 3.1 3.3 Increased 3.1 Readability 3.8 3.8 3.6 Decreased 3.7 Tone 3.6 3.7 3.9 Increased 3.7 Directions 3.4 3.1 3.2 Decreased 3.2 Criterion from Weakest to Strongest Mailability 2.0 Too many errors to send Conventions 2.5 Punctuation, format, spelling, grammar Conciseness 2.8 Unnecessary verbiage/information Organization 2.9 Coherent, logical order, sentence structure Knowledge 3.1 Application of knowledge Directions 3.2 Ability to follow instructions Readability 3.7 Knowledge level matches writing Tone 3.7 Service oriented, professional Date_______________________________ Rater Name_______________________________ Student Name__________________________ Rubric for Evaluating Written Documents Writing 4 3 2 1 Conventions Perfect grammar and Punctuation Grammar causes Incorrect vocabulary (punctuation, spelling creates reader reduced clarity Misspellings format, spelling, Punctuation properly confusion Format lack Focus is on writer not grammar) used to support Less than of education purpose writer’s intent professional Improper Format promotes format punctuation causes professional image Purpose clear multiple readings Minor misspelling for understanding Structure and Coherent Needs more Weak order Disorganized organization Logically presented leading through Paragraphs contain Writing’s purpose is reader expertly sentencing and mixed content lost to purpose reorganization Headings needed Incomplete sentences Strong sentencing for readability Headings as aids when appropriate Conciseness Brief and focused Limited Too much little or no (avoids Addresses necessary redundancies not information attempt to edit for unnecessary content using fewest affecting reader. Excess wording brevity information and words without Roundabout focus Excess language and verbiage) omitting content. content.
Organization 3.1 2.6 2.9 Decreased 2.9 Conciseness 2.9 2.8 2.6 Decreased 2.8 Mailability 1.5 2.1 2.3 Increased 2.0 Knowledge 2.9 3.1 3.3 Increased 3.1 Readability 3.8 3.8 3.6 Decreased 3.7 Tone 3.6 3.7 3.9 Increased 3.7 Directions 3.4 3.1 3.2 Decreased 3.2 Criterion from Weakest to Strongest Mailability 2.0 Too many errors to send Conventions 2.5 Punctuation, format, spelling, grammar Conciseness 2.8 Unnecessary verbiage/information Organization 2.9 Coherent, logical order, sentence structure Knowledge 3.1 Application of knowledge Directions 3.2 Ability to follow instructions Readability 3.7 Knowledge level matches writing Tone 3.7 Service oriented, professional Date_______________________________ Rater Name_______________________________ Student Name__________________________ Rubric for Evaluating Written Documents Writing 4 3 2 1 Conventions (punctuation, format, spelling, grammar) Perfect grammar and spelling Punctuation properly used to support writer’s intent Format promotes professional image Punctuation creates reader confusion Less than professional format Purpose clear Minor misspelling Grammar causes reduced clarity Format lack of education Improper punctuation causes multiple readings for understanding Incorrect vocabulary Misspellings Focus is on writer not purpose Structure and organization Coherent Logically presented reader expertly to purpose Strong sentencing Headings as aids when appropriate Needs more leading through sentencing and reorganization Weak order Paragraphs contain mixed content Headings needed for readability Disorganized Writing’s purpose is lost Incomplete sentences Conciseness (avoids unnecessary information and verbiage) Brief and focused Addresses necessary content using fewest words without omitting content. Limited redundancies not affecting reader. Too much information Excess wording Roundabout focus little or no attempt to edit for brevity Excess language and content.
CBPA%20Assessment%20Report%20AY%202008-18.docx