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FCAT Writing Rubric - Grade 8 Score Points in Rubric The rubric further interprets the four major areas of consideration into levels of achievement.
6 Points. The writing is focused, purposeful, and reflects insight into the writing situation. The paper conveys a sense of completeness and wholeness with adherence to the main idea, and its organizational pattern provides for a logical progression of ideas. The support is substantial, specific, relevant, concrete, and/or illustrative. The paper demonstrates a commitment to and an involvement with the subject, clarity in presentation of ideas, and may use creative writing strategies appropriate to the purpose of the paper. The writing demonstrates a mature command of language (word choice) with freshness of expression. Sentence structure is varied, and sentences are complete except when fragments are used purposefully. Few, if any, convention errors occur in mechanics, usage, and punctuation.
5 Points. The writing focuses on the topic, and its organizational pattern provides for a progression of ideas, although some lapses may occur. The paper conveys a sense of completeness or wholeness. The support is ample. The writing demonstrates a mature command of language, including precision in word choice. There is variation in sentence structure, and, with rare exceptions, sentences are complete except when fragments are used purposefully. The paper generally follows the conventions of mechanics, usage, and spelling.
4 Points. The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern is apparent, although some lapses may occur. The paper exhibits some sense of completeness or wholeness. The support, including word choice, is adequate, although development may be uneven. There is little variation in sentence structure, and most sentences are complete. The paper generally follows the conventions of mechanics, usage, and spelling.
3 Points. The writing is generally focused on the topic but may include extraneous or loosely related material. An organizational pattern has been attempted, but the paper may lack a sense of completeness or wholeness. Some support is included, but development is erratic. Word choice is adequate but may be limited, predictable, or occasionally vague. There is little, if any, variation in sentence structure. Knowledge of the conventions of mechanics and usage is usually demonstrated, and commonly used words are usually spelled correctly.
2 Points. The writing is related to the topic but includes extraneous or loosely related material. Little evidence of an organizational pattern may be demonstrated, and the paper may lack a sense of completeness or wholeness. Development of support is inadequate or illogical. Word choice is limited, inappropriate, or vague. There is little, if any, variation in sentence structure, and gross errors in sentence structure may occur. Errors in basic conventions of mechanics and usage may occur, and commonly used words may be misspelled.
1 Point. The writing may only minimally address the topic. The paper is a fragmentary or incoherent listing of related ideas or sentences or both. Little, if any, development of support or an organizational pattern or both is apparent. Limited or inappropriate word choice may obscure meaning. Gross errors in sentence structure and usage may impede communication. Frequent and blatant errors may occur in the basic conventions of mechanics and usage, and commonly used words may be misspelled.
Unscorable. The paper is unscorable because
• the response is not related to what the prompt requested the student to do,
• the response is simply a rewording of the prompt,
• the response is a copy of a published work,
• the student refused to write,
• the response is written in a foreign language,
• the response is illegible,
• the response is incomprehensible (words are arranged in such a way that no meaning is conveyed),
• the response contains an insufficient amount of writing to determine if the student was attempting to address the prompt, or
• the writing folder is blank.
FCAT Reading
General Scoring Rubric for SHORT-RESPONSE (SR) Questions
Grades 4, 8, and 10
THINK
READ
EXPLAIN
2 points The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based.
1 point The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted.
0 points The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.
FCAT Reading
General Scoring Rubric for EXTENDED-RESPONSE (ER) Questions
Grades 4, 8, and 10
THINK
READ
EXPLAIN
4 points The response indicates that the student has a thorough understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information is clearly text-based.
3 points The response indicates that the student has an understanding of the reading concept embodied in the task. The student has provided a response that is accurate and fulfills all the requirements of the task, but the required support and/or details are not complete or clearly text-based.
2 points The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or omitted.
1 point The response indicates that the student has very limited understanding of the reading concept embodied in the task. The response is incomplete, may exhibit many flaws, and may not address all requirements of the task.
0 points The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.
FCAT Mathematics
General Scoring Rubric for SHORT-RESPONSE (SR) Questions
Grades 5, 8, and 10
2 points A score of two indicates that the student has demonstrated a thorough understanding of the mathematics concepts and/or procedures embodied in the task. The student has completed the task correctly, in a mathematically sound manner. When required, student explanations and/or interpretations are clear and complete. The response may contain minor flaws that do not detract from the demonstration of a thorough understanding.
1 point A score of one indicates that the student has provided a response that is only partially correct. For example, the student may provide a correct solution, but may demonstrate some misunderstanding of the underlying mathematical concepts or procedures. Conversely, a student may provide a computationally incorrect solution but could have applied appropriate and mathematically sound procedures, or the student’s explanation could indicate an understanding of the task, despite the error.
0 points A score of zero indicates that the student has provided no response at all, or a completely incorrect or uninterpretable response, or demonstrated insufficient understanding of the mathematics concepts and/or procedures embodied in the task. For example, a student may provide some work that is mathematically correct, but the work does not demonstrate even a rudimentary understanding of the primary focus of the task.
FCAT Mathematics
General Scoring Rubric for EXTENDED-RESPONSE (ER) Questions
Grades 5, 8, and 10
4 points A score of four is a response in which the student demonstrates a thorough understanding of the mathematics concepts and/or procedures embodied in the task. The student has responded correctly to the task, used mathematically sound procedures, and provided clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from the demonstration of a thorough understanding.
3 points A score of three is a response in which the student demonstrates an understanding of the mathematics concepts and/or procedures embodied in the task. The student’s response to the task is essentially correct, with the mathematical procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of mathematical procedures or indications of some misunderstanding of the underlying mathematics concepts and/or procedures.
2 points A score of two indicates that the student has demonstrated only a partial understanding of the mathematics concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the student’s work lacks an essential understanding of the underlying mathematical concepts. The response contains errors related to misunderstanding important aspects of the task, misuse of mathematical procedures, or faulty interpretations of results.
1 point A score of one indicates that the student has demonstrated a very limited understanding of the mathematics concepts and/or procedures embodied in the task. The student’s response is incomplete and exhibits many flaws. Although the student’s response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete.
0 points A score of zero indicates that the student has provided no response at all, or a completely incorrect or uninterpretable response, or demonstrated insufficient understanding of the mathematics concepts and/or procedures embodied in the task. For example, a student may provide some work that is mathematically correct, but the work does not demonstrate even a rudimentary understanding of the primary focus of the task.
© Florida Department of Education
September 2004
FCAT Science General Scoring Rubric for SHORT RESPONSE (SR) Questions
Grades 5, 8, and 11 THINK
INQUIRE
EXPLAIN
2 points A score of two indicates that the student has demonstrated a thorough understanding of the scientific concepts and/or procedures embodied in the task. The student has completed the task correctly, in a scientifically sound manner. When required, student explanations and/or interpretations are clear and complete. The response may contain minor flaws that do not detract from the demonstration of a thorough understanding.
1 point A score of one indicates that the student has provided a response that is only partially correct. For example, the student may arrive at an acceptable conclusion or provide an adequate interpretation, but may demonstrate some misunderstanding of the underlying scientific concepts and/or procedures. Conversely, a student may arrive at an unacceptable conclusion or provide a faulty interpretation, but could have applied appropriate and scientifically sound concepts and/or procedures.
0 points A score of zero indicates that the student has not provided a response or has provided a response that does not demonstrate an understanding of the scientific concepts and/or procedures embodied in the task. The student’s explanation may be uninterpretable, lack sufficient information to determine the student’s understanding, contain clear misunderstandings of the underlying scientific concepts and/or procedures, or may be incorrect.
FCAT Science General Scoring Rubric for EXTENDED RESPONSE (ER) Questions
Grades 5, 8, and 11 THINK
INQUIRE
EXPLAIN
4 points A score of four indicates that the student has demonstrated a thorough understanding of the scientific concepts and/or procedures embodied in the task. The student has completed the task correctly, used scientifically sound procedures, and provided clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from a demonstration of a thorough understanding.
3 points A score of three indicates that the student has demonstrated an understanding of the scientific concepts and/or procedures embodied in the task. The student’s response to the task is essentially correct, but the scientific procedures, explanations, and/or interpretations provided are not thorough. The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying scientific concepts and/or procedures.
2 points A score of two indicates that the student has demonstrated only a partial understanding of the scientific concepts and/or procedures embodied in the task. Although the student may have arrived at an acceptable conclusion or provided an adequate interpretation of the task, the student’s work lacks an essential understanding of the underlying scientific concepts and/or procedures. The response may contain errors related to misunderstanding important aspects of the task, misuse of scientific procedures/processes, or faulty interpretations of results.
1 point A score of one indicates that the student has demonstrated a very limited understanding of the scientific concepts and/or procedures embodied in the task. The student’s response is incomplete and exhibits many flaws. Although the student’s response has addressed some of the conditions of the task, the student has reached an inadequate conclusion and/or provided reasoning that is faulty or incomplete. The response exhibits many flaws or may be incomplete.
0 points A score of zero indicates that the student has not provided a response or has provided a response that does not demonstrate an understanding of the scientific concepts and/or procedures embodied in the task. The student’s explanation may be uninterpretable, lack sufficient information to determine the student’s understanding, contain clear misunderstandings of the underlying scientific concepts and/or procedures, or may be incorrect.
© Florida Department of Education Page 2 of 2
May 2005
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