SESSION ONE - PART A - SCORING RUBRIC LISTENING AND WRITING FOR INFORMATION AND UNDERSTANDING QUALITY 6 5 4 3 2 1 Responses at this Responses at this Responses at this Responses at this Responses at this Responses at this level: level: level: level: level: level: Meaning: the extent -reveal an in-depth -convey a thorough -convey a basic -convey a basic understanding -convey a confused or -provide minimal or no to which the response analysis of the text understanding of the text understanding of the text of the text inaccurate understanding evidence of textual exhibits sound -make insightful -make clear and explicit -make implicit connections -make few or superficial of the text understanding understanding, connections between connections between between information and connections between information -allude to the text but -make no connections interpretation, and information and ideas information and ideas in ideas in the text and the and ideas in the text and the make unclear or unwarranted between information in analysis of the task in the text and the the text and the assigned assigned task assigned task connections to the assigned the text and the and text(s) assigned task task task assigned task Development: the extent -develop ideas clearly -develop ideas clearly -develop some ideas more -develop ideas briefly, -are incomplete or largely -are minimal, with no to which ideas are and fully, making effective and consistently, using fully than others, using using some details from the undeveloped, hinting at evidence of development elaborated using specific use of a wide range of relevant and specific specific and relevant text ideas, but references to the and relevant evidence relevant and specific details from the text details from the text text are vague, irrelevant, from the text(s) details from the text repetitive, or unjustified Organization: the extent -maintain a clear and -maintain a clear and -maintain a clear and -establish, but fail to maintain, -lack an appropriate focus -show no focus or to which the response appropriate focus appropriate focus appropriate focus an appropriate focus but suggest some organization, organization exhibits direction, shape, -exhibit a logical and -exhibit a logical sequence -exhibit a logical sequence -exhibit a rudimentary structure or suggest a focus but lack and coherence coherent structure through of ideas through use of of ideas but may lack internal but may include some inconsistencies organization skillful use of appropriate appropriate devices and consistency or irrelevancies devices and transitions transitions Language Use: the extent -are stylistically -use language that is fluent -use appropriate language, -rely on basic vocabulary, with -use language that is -are minimal to which the response sophisticated, using and original, with evident with some awareness of little awareness of audience or imprecise or unsuitable for -use language that is reveals an awareness of language that is precise and awareness of audience and audience and purpose purpose the audience or purpose incoherent or audience and purpose through engaging, with a notable purpose -occasionally make effective -exhibit some attempt to vary -reveal little awareness of inappropriate effective use of words, sense of voice and awareness -vary structure and length of use of sentence structure or sentence structure or length for how to use sentences to sentence structure, and of audience and purpose sentences to control rhythm length effect, but with uneven success achieve an effect sentence variety -vary structure and length of and pacing sentences to enhance meaning Conventions: the extent to -demonstrate control of the -demonstrate control of the -demonstrate partial control, -demonstrate emerging control, -demonstrate a lack of -are minimal, making which the response exhibits conventions with essentially conventions, exhibiting exhibiting occasional errors exhibiting occasional errors that control, exhibiting frequent assessment of conventions conventional spelling, no errors, even with occasional errors only when that do not hinder hinder comprehension errors that make unreliable punctuation, paragraphing, sophisticated language using sophisticated language comprehension comprehension difficult -may be illegible or not capitalization, grammar, recognizable as English and usage If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0. SESSION ONE - PART B - SCORING RUBRIC READING AND WRITING FOR INFORMATION AND UNDERSTANDING QUALITY 6 5 4 3 2 1 Responses at this Responses at this Responses at this Responses at this Responses at this Responses at this level: level: level: level: level: level: Meaning: the extent to -reveal an in-depth -convey a thorough -convey a basic -convey a basic -convey a confused or -provide minimal or no which the response analysis of the understanding of the understanding of the understanding of the inaccurate understanding of evidence of understanding exhibits sound documents documents documents documents the documents -make no connections understanding, -make insightful -make clear and explicit -make implicit -make few or superficial -allude to the documents between information in the interpretation, and connections between connections between connections between connections between information but make unclear or documents and the assigned analysis of the task information and ideas in information and ideas in information and ideas in and ideas in the documents unwarranted connections to task and text(s) the documents and the the documents and the the documents and the and the assigned task the assigned task assigned task assigned task assigned task Development: the extent -develop ideas clearly -develop ideas clearly -develop some ideas -develop ideas briefly, -are incomplete or largely -are minimal, with no to which ideas are and fully, making and consistently, using more fully than others, using some details from undeveloped, hinting at ideas, evidence of development elaborated using specific effective use of a wide relevant and specific using specific and the documents but references to the and relevant evidence range of relevant and details from the relevant details from documents are vague, from the document(s) specific details from the documents the documents irrelevant, repetitive, or documents unjustified Organization: the extent -maintain a clear and -maintain a clear and -maintain a clear and -establish, but fail to -lack an appropriate focus -show no focus or to which the response appropriate focus appropriate focus appropriate focus maintain, an appropriate focus but suggest some organization, organization exhibits direction, -exhibit a logical and -exhibit a logical sequence -exhibit a logical sequence -exhibit a rudimentary structure or suggest a focus but lack shape, and coherence coherent structure through of ideas through use of of ideas but may lack but may include some inconsistencies organization skillful use of appropriate appropriate devices and internal consistency or irrelevancies devices and transitions transitions Language Use: the extent -are stylistically -use language that is fluent -use appropriate language, -rely on basic vocabulary, with -use language that is -are minimal to which the response sophisticated, using and original, with evident with some awareness of little awareness of audience or imprecise or unsuitable for -use language that is reveals an awareness of language that is precise and awareness of audience and audience and purpose purpose the audience or purpose predominantly incoherent, audience and purpose engaging, with a notable purpose -occasionally make effective -exhibit some attempt to vary -reveal little awareness of inappropriate, or copied through effective use of sense of voice and awareness -vary structure and length of use of sentence structure or sentence structure or length for how to use sentences to directly from the text words, sentence structure, of audience and purpose sentences to control rhythm length effect, but with uneven success achieve an effect and sentence variety -vary structure and length and pacing of sentences to enhance meaning Conventions: the extent to -demonstrate control of the -demonstrate control of the -demonstrate partial control, -demonstrate emerging control, -demonstrate a lack of -are minimal, making assessment which the response exhibits conventions with essentially conventions, exhibiting exhibiting occasional errors exhibiting occasional errors that control, exhibiting frequent of conventions unreliable conventional spelling, no errors, even with occasional errors only when that do not hinder hinder comprehension errors that make comprehension -may be illegible or not punctuation, paragraphing, sophisticated language using sophisticated language comprehension difficult recognizable as English capitalization, grammar, and usage If the student addresses only one text, the response can be scored no higher than a 3. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0. SESSION TWO - PART A - SCORING RUBRIC READING AND WRITING FOR LITERARY RESPONSE QUALITY 6 5 4 3 2 1 Responses at this Responses at this Responses at this Responses at this Responses at this Responses at this level: level: level: level: level: level: Meaning: the extent to -establish a controlling -establish a controlling -establish a controlling -establish a controlling idea -convey a confused or -provide minimal or no which the response idea that reveals an in- idea that reveals a idea that shows a basic that shows a basic understanding incomplete understanding evidence of textual exhibits sound depth analysis of both thorough understanding of understanding of both of the texts of the texts understanding understanding, texts both sides texts -make few or superficial -make a few connections -make no connections interpretation, and -make insightful -make clear and explicit -make implicit connections connections between the but fail to establish a between the texts or analysis of the task connections between the connections between the between the controlling controlling idea and the ideas controlling idea among ideas in the texts and text(s) controlling idea and the controlling idea and the idea and the ideas in each in the texts ideas in each text ideas in each text text Development: the extent -develop ideas clearly -develop ideas clearly and -develop some ideas more -develop ideas briefly, using -are incomplete or largely -are minimal, with no to which ideas are and fully, making effective consistently, with reference fully than others, with some evidence from the texts undeveloped, hinting at evidence of development elaborated using specific use of a wide range of to relevant and specific reference to specific and -may rely primarily on plot ideas, but references to and relevant evidence relevant and specific evidence and appropriate relevant evidence and summary the text are vague, from the text(s) evidence and appropriate literary elements from both appropriate literary irrelevant, repetitive, or literary elements from both texts elements from both texts unjustified texts Organization: the extent -maintain the focus -maintain the focus -maintain a clear and -establish, but fail to maintain, -lack an appropriate focus -show no focus or to which the response established by the established by the appropriate focus an appropriate focus but suggest some organization, organization exhibits direction, shape, controlling idea controlling idea -exhibit a logical sequence -exhibit a rudimentary structure or suggest a focus but lack and coherence -exhibit a logical and -exhibit a logical sequence of ideas but may lack but may include some organization coherent structure through of ideas through use of internal consistency inconsistencies or irrelevancies skillful use of appropriate appropriate devices and devices and transitions transitions Language Use: the extent -are stylistically -use language that is fluent -use appropriate language, -rely on basic vocabulary, with -use language that is -are minimal to which the response sophisticated, using language and original, with evident with some awareness of little awareness of audience or imprecise or unsuitable for -use language that is reveals an awareness of that is precise and engaging, awareness of audience and audience and purpose purpose the audience or purpose incoherent or inappropriate audience and purpose with a notable sense of voice purpose -occasionally make effective -exhibit some attempt to vary -reveal little awareness of through effective use of and awareness of audience and -vary structure and length of use of sentence structure or sentence structure or length for how to use sentences to words, sentence structure, purpose sentences to control rhythm length effect, but with uneven success achieve an effect and sentence variety -vary structure and length of and pacing sentences to enhance meaning Conventions: the extent to -demonstrate control of the -demonstrate control of the -demonstrate partial control, -demonstrate emerging control, -demonstrate a lack of -are minimal, making which the response exhibits conventions with essentially conventions, exhibiting exhibiting occasional errors exhibiting occasional errors that control, exhibiting frequent assessment of conventions conventional spelling, no errors, even with occasional errors only when that do not hinder hinder comprehension errors that make unreliable punctuation, paragraphing, sophisticated language using sophisticated language comprehension comprehension difficult -may be illegible or not capitalization, grammar, and usage If the student addresses only one text, the response can be scored no higher than a 3. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0. SESSION TWO - PART B - SCORING RUBRIC READING AND WRITING FOR CRITICAL ANALYSIS QUALITY 6 5 4 3 2 1 Responses at this Responses at this Responses at this Responses at this Responses at this Responses at this level: level: level: level: level: level: Meaning: the extent to -provide an interpretation -provide a thoughtful -provide a reasonable -provide a simple interpretation -provide a confused or -do not refer to the which the response of the "critical lens" that interpretation of the interpretation of the of the "critical lens" that incomplete interpretation "critical lens" exhibits sound is faithful to the "critical lens" that "critical lens" that suggests some criteria for analysis of the "critical lens" -reflect minimal or no understanding, complexity of the statement clearly establishes the establishes the criteria -make superficial connections -may allude to the analysis of the chosen interpretation, and and clearly establishes the criteria for analysis for analysis between the criteria and the "critical lens" but do not texts analysis of the task and criteria for analysis -use the criteria to make -make implicit connections chosen texts use it to analyze the text(s) -use the criteria to make a clear and reasoned between criteria and the chosen texts insightful analysis of the analysis of the chosen chosen texts chosen texts texts Development: the extent -develop ideas clearly and -develop ideas clearly -develop some ideas more -develop ideas briefly, using some -are incomplete or largely -are minimal, with no to which ideas are fully, making effective use and consistently, with fully than others, with evidence from the text undeveloped, hinting at evidence of development elaborated using specific of a wide range of relevant reference to relevant and reference to specific and -may rely primarily on plot ideas, but references to the and relevant evidence and specific evidence and specific evidence and relevant evidence and summary text are vague, irrelevant, from the text(s) appropriate literary appropriate literary appropriate literary repetitive, or unjustified elements from both texts elements from both texts elements from both texts Organization: the extent -maintain the focus -maintain the focus -maintain a clear and -establish, but fail to maintain, -lack an appropriate focus -show no focus or to which the response established by the critical established by the critical appropriate focus an appropriate focus but suggest some organization, organization exhibits direction, shape, lens lens -exhibit a logical sequence -exhibit a rudimentary structure but or suggest a focus but lack and coherence -exhibit a logical and -exhibit a logical sequence of ideas but may lack may include some inconsistencies or organization coherent structure through of ideas through use of internal consistency irrelevancies skillful use of appropriate appropriate devices and devices and transitions transitions Language Use: the extent -are stylistically -use language that is fluent -use appropriate language, -rely on basic vocabulary, with -use language that is -are minimal to which the response sophisticated, using and original, with evident with some awareness of little awareness of audience or imprecise or unsuitable for -use language that is reveals an awareness of language that is precise and awareness of audience and audience and purpose purpose the audience or purpose incoherent or inappropriate audience and purpose engaging, with a notable purpose -occasionally make effective -exhibit some attempt to vary -reveal little awareness of through effective use of sense of voice and awareness -vary structure and length of use of sentence structure or sentence structure or length for how to use sentences to words, sentence structure, of audience and purpose sentences to control rhythm length effect, but with uneven success achieve an effect and sentence variety -vary structure and length of and pacing sentences to enhance meaning Conventions: the extent to -demonstrate control of the -demonstrate control of the -demonstrate partial control, -demonstrate emerging control, -demonstrate a lack of -are minimal, making which the response exhibits conventions with essentially conventions, exhibiting exhibiting occasional errors exhibiting occasional errors that control, exhibiting frequent assessment of conventions conventional spelling, no errors, even with occasional errors only when that do not hinder do not hinder comprehension errors that make comprehension unreliable punctuation, paragraphing, sophisticated language using sophisticated language comprehension difficult -may be illegible or not capitalization, grammar, recognizable as English If the student addresses only one text, the response can be scored no higher than a 3. If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1. Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0. A response totally copied from the text(s) with no original student writing should be scored a 0. and usage