Rubric adapted from

catherine.flamos.com.au/resources/files/inforeport/RubricInfoReport.doc
1
Outcome Indicator
Organisers
Criteria Limited Achievement
Level 1 (E)
Basic Achievement
Level 2 (D)
Sound Achievement
Level 3 (C)
High Achievement
Level 4 (B)
Outstanding Achievement
Level 5 (A)







W
3
.
9






P
r
o
d
u
c
i
n
g

T
e
x
t
s

Channel of
Communication
Uses a variety
of visual
literacy
elements to
plan writing
Teacher assistance
needed to complete
planning page.
Attempts to complete
planning page, or
planning page does not
support writing.
Completes planning page
but does not entirely
support writing.
Uses planning page to
support writing.
Uses planning page to
support writing
effectively.
Text Structure Structures text
types in
appropriate
stages.
Subject is not
introduced. Very basic
information with no
paragraphing.

Introduction of subject is
evident followed by basic
information organised in
1-4 paragraphs. Use of
headings or sub-headings
may be present.
Effective introduction is
present followed by
accurate and detailed
information organised
into 5 paragraphs.
Use of headings or
subheadings may be
present.
Effective introduction of
topic is evident followed
by accurate and more
detailed information
consisting of 5 well
organised paragraphs.
Effective introduction of
topic is evident followed
by accurate and very
detailed information
organised into 5 or more
paragraphs and may
include a concluding
statement.

W
3
.
1
1




















W
3
.
1
0










S
k
i
l
l
s


a
n
d

S
t
r
a
t
e
g
i
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Technical
Language
The writing
uses
appropriate
topic/technical
language to
describe.
Writing does not contain
any topic or technical
language or there is
only 1 example of topic
or technical language.
There are 2-3 examples
of topic or technical
language.
There are 4 examples of
topic or technical
language and 2 or more
are technical.
4 - 5 examples of topic
or technical language and
2 or more are technical.
5 or more examples of
topic or technical
language and 2 or more
are technical.
Grammar Uses correct
sentence structure
for different types
of sentences.
Clauses contain
subject, finite verb
and object in
correct order.
Simple sentences
written correctly.
Simple and compound
sentences written
correctly.
Simple and compound
sentences written
correctly, with 2 complex
sentences.
Simple and compound
sentences written
correctly with more than
2 complex sentences.
Simple and compound
sentences written
correctly with 3 or more
complex sentences, with
a variety of clauses.
Information Report Assessment Rubric
Rubric adapted from
catherine.flamos.com.au/resources/files/inforeport/RubricInfoReport.doc
2
Punctuation Uses correct
punctuation
Minimal evidence of any
type of punctuation.
Uses most common
punctuation capitals, full
stops all of the time.
Uses common
punctuation correctly
most of the time as well
as list commas, capitals
for proper nouns or
contraction apostrophes
Uses common
punctuation correctly all
of the time as well as list
commas, capitals for
proper nouns or
contraction apostrophes
Shows evidence of all level 4
punctuation and may use
brackets, apostrophes of
possession, hyphens
commas to separate phrases,
colons, semicolons.
Spelling Correctly spells
most high
frequency
words, at grade
appropriate
level
Cannot yet spell high
frequency words
independently.
Attempts most high
frequency and grade
appropriate words with
invented spelling
Spells some high
frequency words and
grade appropriate words
correctly.
Spells most high
frequency and grade
appropriate words
correctly.
Spells all high frequency
and more difficult words
correctly.

Although not included in the marking criteria, it is expected that teachers will cover the use of adjectives, noun
groups and adjectival phrases.