Sample Rubrics for Assessment

Listening Rubric

• 3 = Secure Listener
  • Responds immediately to oral directions
  • Focuses on speaker
  • Maintains appropriate attention span
  • Listens to others
  • Is interactive
• 2 = Developing Listener
  • Follows oral directions
  • Usually attentive to speaker and discussions
  • Listens to others without interrupting
• 1 = Beginning Listener
  • Has difficulty following directions
  • Relies on repetition
  • Often inattentive
  • Short attention span
  • Often interrupts

Speaking Rubric

• 3 = Secure Speaker
  • Confident speaker
  • Speaks loudly, clearly and with expression
  • Expresses ideas with elaboration and support
  • Consistently makes relevant contributions to class discussions
• 2 = Developing Speaker
  • Competent speaker
  • Speaks loudly and clearly
  • Expresses ideas in complete sentences
  • Takes part in class discussions and stays on topic
• 1 = Beginning Speaker
  • May be a reluctant speaker
  • Needs to work on speaking skills (volume, clarity, eye contact)
  • Expresses ideas with simple phrases
  • Realer contributes to class discussions in a meaningful way.

Reading Rubric

• 6 = Exceptional Reader
  • Reads and understands advanced materials
  • Enjoys pursuing own interests independently
  • Can summarize concisely
  • Makes inferences and uses text to support ideas
  • Uses wide range of strategies to deal with difficult tasks
• 5 = Strong Reader
  • Reads and understands books appropriate for grade level and above
  • Reads during silent reading
  • Selects appropriate books independently
  • Can summarize
  • Makes inferences
  • Has strategies to deal with unfamiliar material
• 4 = Capable Reader
  • Reads and understands books appropriate for grade level
  • Reads during silent reading
  • Selects appropriate books independently
  • Can re-tell a story
  • Begins to make inferences
  • Uses reading strategies for meaning
• 3 = Developing Reader
  • Reads and understands shorter books with simple narratives
  • Does not always read during silent reading
  • Relies on rereading familiar books
  • Needs help reading and understanding grade appropriate books independently
• 2 = Limited Reader
  • Reads and understands very easy and familiar material
  • Has difficulty with unfamiliar material
  • Rarely chooses to read for pleasure
  • Needs a great deal of support in all areas
• 1 = Emergent Reader - Teacher supplies appropriate descriptors.

Writing Rubric

• 6 = Exceptional Writer
  • Enthusiastic and reflective writer who enjoys pursuing writing independently
  • Uses a wide range of techniques to engage the reader
  • Writing is fully developed, appears effortless, shows originality, liveliness, excitement, humor or suspense
  • Collection of work demonstrates:
    • Purposeful organizational plan
    • Clear sentence sense and variety
    • Control over vocabulary choice and arrangement
    • Few errors in conventions and spelling
    • Sustained quality throughout each piece
• 5 = Strong Writer
  • Competent and confident writer
  • Uses a wide range of techniques to engage the reader
  • Collection of work demonstrates
    • Strong organizational plan
    • Clear sentence sense and variety
    • Selection of vocabulary appropriate for writing
    • Few errors in conventions and spelling
• 4 = Capable Writer
  • Comfortable with writing
  • Developing skills and confidence
  • Begins to use techniques to engage reader
  • Collection of work demonstrates
    • Organizational plan
    • Varied sentence structure, may include fragments and/or run-ons
    • Beginning use of precise vocabulary (more telling than showing writing)
    • Occasional errors in conventions and spelling
• 3 = Developing Writer
  • Developing fluency and writes with some degree of confidence
  • Lacks techniques to engage reader
  • Collection of work demonstrates
    • Evidence of organizational plan but may loose focus
    • Simple or repetitive sentences, may include fragments and/or run-ons
    • Few descriptive words
    • Errors in conventions and spelling, but is readable
• 2 = Limited Writer
  • May be a reluctant writer
  • Has limited experience in writing
  • Collection of work demonstrates:
    • Inconsistent organizational plan
    • Vague or confusing statements
    • Simple sentence structure, many fragments and/or run ons
    • Limited vocabulary
    • Frequent errors in conventions and spelling interfere with readability
• 1 = Emergent Writer - Teacher supplies appropriate descriptors.