Assessment+Rubric

|| ||  LIMITED ACHIEVEMENT Background information on the issue. ||  No information provided on the issue or event   ||   Limited information provided on the issue or event   ||   Some information provided on the issue or event   ||   Relevant information provided on the issue or event   ||   Clear, detailed and relevant information provided on the issue or event. ||  Evidence for different points of view   ||   No arguments for or against   ||   Arguments for and against are unclear. Some evidence for different points of view. ||  Arguments for and against evident. Evidence given for different points of view  ||   Arguments for and against are clear. Evidence given for different points of view  ||   Clear and detailed series of arguments to support either side of the issue. ||  Explores the qualities and effectiveness of the activity in character   ||   No attempt to include a character based opinion and reaction to the activity   ||   Character based opinion and reaction to the text present but does not appear to be as a result of the activity   ||   Short entry provides brief character based opinion and reaction to the activity   ||   Detailed character based opinion and reaction to the text   ||   Detailed character based opinion and reaction to the activity which explores the qualities and effectiveness of the activity. ||  Relating, thinking, saying and feeling verbs used to express views   ||   Limited use of verbs to provide information and views of the character. ||  Few verbs to provide information and views of the character. ||  Range of verbs to provide information and views of the character. ||  Wide range of verbs to provide information and views of the character. ||  Extensive range of verbs to provide information and views of the character to enhance meaning. ||
 * __ Journal Entry Rubric Stage Three __**
 * Outcomes:** WES3.9 Produces a wide range of well-structure and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. WS3.10 Use of knowledge of sentence structure, grammar and punctuation to edit own writing.
 * Indicators:** Reponses are used to summarise, analyse and respond to literary texts by providing and supporting specific reasons and justifications for their perspective. The responses should demonstrate a level of reflection and persuasion within the language and structure of the entry.
 * BASIC ACHIEVEMENT  ||   SOUND ACHIEVEMENT   ||   HIGH ACHIEVEMENT   ||   OUTSTANDING ACHIEVEMENT   ||
 * ** Structure ** ||   E   ||   D   ||   C   ||   B   ||   A   ||
 * ** Context **
 * ** Consideration of Perspective **
 * ** Opinion/Reaction **
 * ** Language Features ** || || || || || ||
 * ** Sentences ** are of an appropriate length and include appropriate punctuation  ||   Poor sentence structure. Lack of capital letters, full stops.   ||   Sentence structure is evident. Punctuation mostly consists of appropriately used capital letters, full stops.   ||   Sentence structure is accurate. Punctuation mostly consists of appropriately used full stops, capital letters.   ||   Complex sentences used occasionally, with appropriate use of conjunctions, phrases and punctuation.   ||   Complex sentences used accurately, demonstrate competence in using phrases, clauses, conjunctions and punctuation.   ||
 * ** Paragraphs ** include a series of opinions of the same topic  ||   No attempt to write in paragraphs.   ||   Beginning to organise information into paragraphs. Not all information is related   ||   Text organised into paragraphs. Each one includes some related facts and opinions.   ||   Text organised into paragraphs. Each includes a series of related facts and opinions   ||   Text organised into paragraphs accurately, demonstrate competence and understanding of related facts and opinions.   ||
 * ** Use of verbs **
 * **Persuasive language** used in judgement ||  No attempt to use persuasive language.  ||  Few attempts to use persuasive language.  ||  Some attempt to use persuasive language.  ||  Good attempt to use persuasive language.  ||  Varied, interesting and correct use of persuasive language/  ||