Elementary School Expression of Academic Knowledge

Each student response will receive one score for Expression of Academic Ideas. The rubric for Academic Ideas assesses the academic knowledge and skills of (1) development of ideas, (2) use of documents, (3) use of precise and effective vocabulary, and (4) appropriate voice and tone for the purpose and audience.

Ideas

	Expression of Academic Ideas. The degree to which the writer demonstrates a depth of understanding through explanation, interpretation, and application relevant to the assigned task.
	Components and Elements Development of Ideas: Relevant and valid information Use of Documents: Application and interpretation of the provided documents Use of Vocabulary: Precise and effective vocabulary Purpose of Audience: Appropriate voice and tone for purpose and audience
4	Consistent control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following: Demonstrates a deep understanding of the topic or issue by providing considerable effective ideas or reasons supported with well-chosen and well-developed evidence. Consistently correct interpretation and application of provided documents. Extensive use of precise and effective vocabulary (from within and beyond the provided documents). Voice and tone are appropriate to purpose and audience; style enhances content. All parts of the writing task are explained comprehensively.
3	Sufficient control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following: Demonstrates a clear understanding of the topic or issue by providing ideas or reasons supported with generally relevant and sufficiently developed evidence. Generally correct interpretation and application of provided documents. Adequate use of precise and effective vocabulary (from within and some beyond the provided documents). Voice and tone are mostly appropriate to purpose and audience. The majority of the writing task is explained with sufficient detail.
2	Limited control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following: Demonstrates a minimal understanding of the topic or issue. Ideas or reasons may be limited. Supporting evidence may be minimally developed, imprecise, repetitive, vague, and/or copied. Over-reliance, limited, or inconsistent use of information from the provided documents. Little use of precise and effective vocabulary (may be limited to vocabulary used in the provided documents). Voice and tone are sometimes appropriate to purpose and audience. Incomplete explanations are given to address the writing task.
1	Lack of control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following: Demonstrates an insufficient understanding of the topic or issue. Ideas or reasons may be unclear or invalid. Supporting evidence may be minimal, irrelevant, absent, incorrect, or predominantly copied. Expression of ideas may be vague or confusing. Inappropriate or no use of provided documents. Uses basic words or word choice is inaccurate, imprecise, inappropriate, and/or confusing. Voice and tone are not appropriate to purpose and audience. Incorrect or unclear explanations are given to address the writing task.
0	Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions or off topic responses.

Expression of Academic Ideas. The degree to which the writer demonstrates a depth of understanding through explanation, interpretation, and application relevant to the assigned task.

Components and Elements

Development of Ideas: Relevant and valid information
Use of Documents: Application and interpretation of the provided documents
Use of Vocabulary: Precise and effective vocabulary
Purpose of Audience: Appropriate voice and tone for purpose and audience

Consistent control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following:

Demonstrates a deep understanding of the topic or issue by providing considerable effective ideas or reasons supported with well-chosen and well-developed evidence.
Consistently correct interpretation and application of provided documents.
Extensive use of precise and effective vocabulary (from within and beyond the provided documents).
Voice and tone are appropriate to purpose and audience; style enhances content.

All parts of the writing task are explained comprehensively.

Sufficient control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following:

Demonstrates a clear understanding of the topic or issue by providing ideas or reasons supported with generally relevant and sufficiently developed evidence.
Generally correct interpretation and application of provided documents.
Adequate use of precise and effective vocabulary (from within and some beyond the provided documents).
Voice and tone are mostly appropriate to purpose and audience.

The majority of the writing task is explained with sufficient detail.

Limited control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following:

Demonstrates a minimal understanding of the topic or issue. Ideas or reasons may be limited. Supporting evidence may be minimally developed, imprecise, repetitive, vague, and/or copied.
Over-reliance, limited, or inconsistent use of information from the provided documents.
Little use of precise and effective vocabulary (may be limited to vocabulary used in the provided documents).
Voice and tone are sometimes appropriate to purpose and audience.

Incomplete explanations are given to address the writing task.

Lack of control of the components of Expression of Academic Ideas. The response is characterized by most or all of the following:

Demonstrates an insufficient understanding of the topic or issue. Ideas or reasons may be unclear or invalid. Supporting evidence may be minimal, irrelevant, absent, incorrect, or predominantly copied. Expression of ideas may be vague or confusing.
Inappropriate or no use of provided documents.
Uses basic words or word choice is inaccurate, imprecise, inappropriate, and/or confusing.
Voice and tone are not appropriate to purpose and audience.

Incorrect or unclear explanations are given to address the writing task.

Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions or off topic responses.