ELA 10-1, 20-1, 30-1 Personal Response Scoring Rubric

Ideas and Impressions Presentation

When marking Ideas and Impressions, the marker When marking Presentation, the marker should
should consider: consider effectiveness of:
• the student’s exploration of the topic in relation to • voice in relation to the context created by the
the prompting student in the chosen prose form
text(s) • stylistic choices (including quality and
• the student’s ideas and reflection correctness of
• support in relation to the student’s ideas and language and expression) and the student’s creation
impressions of tone
• the student’s development of a unifying and/or
aesthetic effect
/10 Consider the complexity of the response in terms of
its context and length.
/10
Excellent E (9-10) Excellent E (9-10)
The student’s exploration of the topic is insightful. The voice created by the student is convincing.
Perceptions and/or ideas are confident and Stylistic choices are precise and the student’s
discerning. Support is precise and aptly reinforces creation of tone is adept.
the student’s ideas and impressions. The unifying and/or aesthetic effect is skillfully
developed.
Proficient PF (7-8) Proficient PF (7-8)
The student’s exploration of the topic is purposeful. The voice created by the student is distinct.
Perceptions and/or ideas are thoughtful and Stylistic choices are specific and the student’s
considered. Support is specific and strengthens the creation of tone is competent. The unifying and/or
student’s ideas and impressions. aesthetic effect is capably developed.
Satisfactory S (5-6) Satisfactory S (5-6)
The student’s exploration of the topic is The voice created by the student is apparent.
generalized. Perceptions and/or ideas are Stylistic choices are adequate and the student’s
straightforward and relevant. Support is adequate creation of tone is conventional. The unifying
and clarifies the student’s ideas and impressions. and/or aesthetic effect is appropriately developed.
Limited L (3-4) Limited L (3-4)
The student’s exploration of the topic is vague. The voice created by the student is unsuitable.
Perceptions and/or ideas are superficial and/or Stylistic choices are imprecise and the student’s
ambiguous. Support is imprecise and/or creation of tone is inconsistent. The unifying and/or
ineffectively related to the student’s ideas and aesthetic effect is inadequately developed.
impressions.
Poor P (1-2) Poor P (1-2)
The student’s exploration of the topic is minimal. The voice created by the student is confused.
Perceptions and/or ideas are undeveloped and/or Stylistic choices impede communication and the
irrelevant. Support is lacking and/or unrelated to student’s creation of tone is ineffective. A unifying
the student’s ideas and impressions. and/or aesthetic effect is haphazard or obscure.
Insufficient INS
Insufficient is a special category. It is not an indicator of quality. Assign Insufficient when
• the student has responded using a form other than prose or
• the student has written so little that it is not possible to assess Ideas and Impressions or
• there is no evidence that the topic presented in the assignment has been addressed or
• there is no connection between the text(s) provided in the assignment and the student’s response or
• there is no evidence of an attempt to fulfill the task presented in the assignment

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