RUBRICS TOOL BY SH
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The document outlines a rubric for assessing writing skills. The rubric evaluates several criteria, including handwriting, capitalization, punctuation, spelling, grammar, coverage of topic, clarity of ideas, quality of information, organization of information, language, completeness/conclusion, and bibliography. The rubric rates students on a scale from 1 to 4 on each criteria, with 4 being "excellent" and 1 being "needs to improve." The significance of the rubric is that it allows teachers to clearly explain student work and expectations, promote awareness of evaluation criteria, increase student responsibility, and serve as a tool for effective assessment to help students improve their writing skills.
RUBRICS TOOL BY SH
- 1. RUBRIC FOR ASSESSING WRITING SKILLS SAYEEDA HAJIRA
- 2. OBJECTIVES FOR THE RUBRICS USED FOR ASSESSING WRITING SKILLS To evaluatethe capitalization,punctuation,andthe spellings used in writing for a given topic. To evaluatethe language and the grammar used while writing for a given topic. To check the legibilityof the handwriting used for writing on a topic. To account the writing skills based on the coverage of the topic, clarity of ideas, qualityand organizationof informationwith a relevant conclusion. To refer the bibliography in order to check the compatibilityof the informationwritten to that of the reference material. To grade the overall writing skillsof the students and give a feedback on the componentsto be improved; for acquiringbetter writing skills.
- 3. RUBRIC FOR ASSESSING WRITING SKILLS PERFORMANCECRITERIA PERFORMANCE RATING 4 EXCELLENT 3 GOOD 2 SATISFACTORY 1 NEEDS TO IMPROVE POINTS handwriting Exceptionally very good , a legible handwriting and writes it for his/her satisfaction Neat, legible but attempts to write more neatly and legibly Partially legible and writes for the sake of submission Illegible handwriting and writes with laziness CAPITALIZATION Perfect in the usage of capitals whenever required Sometimes forgets the usage of capitals Gets confused as to when use the capitals Does not know when to use the capitals PUNCTUATION Exactly uses the punctuations without any mistakes Makes few mistakes while writing punctuations Uses the punctuations wherever he/she likes Doer not know the usage of punctuations SPELLINGS Has the knowledge of all the spellings and its appropriate usage Knows the spellings but sometimes makes/commits silly mistakes Gets confused with the spellings but tries to learn it Does not have the knowledge of the spellings of common words Grammar Excellent grammar skills. Does not make mistakes with respect to sentence formation and tenses The grammar knowledge is known but sometimes it is incorrect Knows only the basic grammar and tries to learn more Does not know the concepts of grammar Immense expression ability, knows the Covers the topic with necessary points but Tries to write all that he/she knows Unable to comprehend and
- 4. COVERAGE OF TOPIC technique to write on a given topic covering all the necessary points misses few of the points but it is not up to the mark express the thoughts CLARITY OF IDEAS Ideas/thoughts on a topic are very clearand specific Ideas are specific but sometimes are diverted from a topic Attempts to pen down his ideas in his own language Possesses ideas but is unable to pen down QUALITY OF INFORMATION Information is very relevant to the topic with appropriate examples for better understanding Information is relevant to the topic Tries to write but appropriate points but sometimes fails in his attempt Information is very vague ORGANISATION OF INFORMATION Possesses perfect organizational skills while penning down the information Knows to organize the content but sometimes gets confused Tries to organize the information but is not successful in his attempt Does not know to organize the information PERFORMANCECRITERIA LANGUAGE The language used is very impressive with catchy keywords The language used is simple and understandable The language used is of very basic type Language component has to be improved completely COMPLETENESS/ CONCLUSION Has the complete knowledge of completing a topic with a concluding statement Completes the topic suitably but it could have been much better Attempts to conclude appropriately but it is not up to the mark Conclusion has an abrupt ending for a given topic BIBLIOGRAPHY Records all his references in a syntactical method Writes the references in his own method Has little knowledge about references and has mentioned only a few in a very vague manner Has no knowledge about bibliography
- 5. SIGNIFICANCE OF THE RUBRICS USED FOR ASSESSING WRITING SKILLS The Rubrics prepared for accessing writing skills would enable: The teachers to clearly explainto the students about their work on the basis of evaluationandwhat more is expected from the students for a given criteria. The teachers to promote awareness of the criteria which is being used while evaluatingthe writing skill in order to enhance the students’ writing skills. The students to increase a sense of responsibilitywhile writing by keeping in mind the listed criteria and as a result, obtainbetter writing on a topic. The teachers to use it as a powerful tool for easier and qualitative assessment of the writing skills of a student. The students to improve their writing skills to meet the expectationsof the teacher.