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    Writing Rubric

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    xespejo
    This document outlines a rubric for assessing writing placement tests. It evaluates students on 4 criteria: grammar and structure, vocabulary and content, comprehension, and organization and mechanics. Each criterion is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for what constitutes each score level for each individual criterion.

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    Writing Rubric

    Uploaded by

    xespejo
    399 views1 page
    This document outlines a rubric for assessing writing placement tests. It evaluates students on 4 criteria: grammar and structure, vocabulary and content, comprehension, and organization and mechanics. Each criterion is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for what constitutes each score level for each individual criterion.

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    Writing Rubric

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    This document outlines a rubric for assessing writing placement tests. It evaluates students on 4 criteria: grammar and structure, vocabulary and content, comprehension, and organization and mechanics. Each criterion is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for what constitutes each score level for each individual criterion.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    399 views1 page

    Writing Rubric

    Uploaded by

    xespejo
    This document outlines a rubric for assessing writing placement tests. It evaluates students on 4 criteria: grammar and structure, vocabulary and content, comprehension, and organization and mechanics. Each criterion is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for what constitutes each score level for each individual criterion.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    Writing

    Rubric Placement Test


    Grammar and Structure


    (Comprehensibility due to correct grammar and sentence structure)

    Vocabulary and Content


    (Comprehensibility due to appropriate vocabulary and expressions)

    Comprehension
    (Comprehensibility due to quantity and variety of ways fo addressing topic)

    (Comprehensibility/ Effective communication due to spelling, punctuation, and overall organization)

    Organization and Mechanics

    Grammar and sentence structure is accurate; auxiliary choice, and verb agreement is correct; correct use of complex tenses/moods (conditional, Future, and subjunctive). Grammar and sentence structure is accurate in most instances; a few errors in auxiliary choice and verb agreement, attempts to use complex tenses/mood conditional, future, and subjunctive.

    Uses necessary vocabulary and expressions for the topic (things to do to prepare for a trip, childhood activities, camping, health, television, books, and music). Uses necessary vocabulary and expressions for the topic; student makes a few mistakes in choice of expressions or vocabulary.

    Many grammar and sentence structure errors in all verb tenses.

    Uses only limited vocabulary and expressions for the topic; student makes many mistakes in choice of expressions and vocabulary.

    Little to no control of grammar or sentence structures; no use of sequencing words to link sentences.

    Poor vocabulary use with frequent interference from English.

    Few spelling and punctuation errors; well- May not know target developed ideas; logical vocabulary but uses organization; no circumlocution and interference with description to completely comprehensibility. There address the topic. is an effort to use accent marks mostly accurately. Some spelling and punctuation errors, but fairly well developed Tries to use ideas and logical circumlocution and organization; little description to address the interference with topic. comprehensibility. Some accents used but not always accurately. Many spelling and punctuation errors; ideas ar not well develped; Little effort, topic is only frequent lack of logic in partially covered; student organization; some does not vary expressions interference with and vocabulary used. comprensibility. Little accentuation and rather inaccurate. Fragmented and Very little effort, topic is disorganized; poor not adequately covered; spelling and use of student has poor punctuation; poor knowledge of vocabulary comprehensibility. No and expressions. accentuation attempted.

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