K-12 Mississippi Academic Assessment Program (MAAP .
K-12 Mississippi AcademicAssessment Program (MAAP)Writing RubricSCORING GUIDANCEDOCUMENT
Carey M. Wright, Ed.D.S T A T E S U PE R INT E ND E NT O F E D UC A T IO NNathan Oakley, Ph.D.C H I E F A C A D E MIC O F F I CE RO F F I C E O F E L E M E N T ARY E D U CA T I O N A N D R E A D I NGKymyona Burk, Ed.D.S TATE LITER AC Y D IR EC TO R K - 1 2Division of LiteracyLeighAnne CheesemanAS S IS TANT S TATE LITER AC YCO O RDINATO R K -3Division of LiteracyCasey SullivanAS S IS TANT S TATE LITER AC YCO O RDINATO R K -3Division of LiteracyTenette Smith, Ed.D.EX ECUTIVE DIRECTO ROffice of Elementary Education and ReadingJill HodaAS S IS TANT S TATE LITER AC YC O O R D I N A T O R K-3Division of LiteracyKristen WellsAS S IS TANT S TATE LITER AC YC O O R D I N A T O R K-3Division of LiteracyMelissa BeckK -3 SCREENER/ DATA CO O RDINATO ROffice of Student AssessmentMISSISSIPPI DEPARTMENT OF EDUCATIONCAREY M. WRIGHT, ED. D., STATE SUPERINTENDENT OF EDUCATIONThe Mississippi State Board of Education, the Mississippi Department of Education, the MississippiSchool for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and theMississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color,religion, national origin, age, or disability in the provision of educational programs and services oremployment opportunities and benefits. The following office has been designated to handle inquiriesand complaints regarding the non-discrimination policies of the abovementioned entities: Director,Office of Director, Office of Human Resources, Mississippi Department of Education, 359 North WestStreet, P. O. Box 771, Suite 203, Jackson, MS 39205 -0771, (601)359-3511.MAAP Rubric Scoring Guidance Document2
Mississippi Academic Assessment ProgramEnglish Language Arts Writing RubricPerformance RangeStandard IDW.1-3Advanced12Proficient11-9Basic8-54 points3 pointsScore of2 pointsThe writing is clear,consistently focused,and shows a completeunderstanding of thegiven task. Ideas arefully developed byusing logical andconvincing reasoning,well-chosen evidencefrom the text, anddetails that arespecific, relevant, andaccurate based uponthe text.The writing isgenerally clear andfocused, and shows ageneralunderstanding of thegiven task. Ideas areadequately developedby using logicalreasoning, sufficientand appropriateevidence from thetext, and descriptionsand details that are,for the most part,relevant and accuratebased upon the text.StandardDevelopmentof IdeasMAAP-WRITING RUBRICThe writing is vagueand shows onlypartial understandingof the given task.Ideas are somewhatdeveloped by usingsome reasoning andsome evidence fromthe text anddescriptions anddetails that may beirrelevant, may bemerely listed, andmay or may not befound in the text.Minimal4-11 pointThe writing isunclear, and shows alack of understandingof the given task.Ideas are developedwith limitedreasoning, little to noevidence from thetext, and descriptionsand details that areirrelevant and/orinaccurate.00 pointsThe writing isunclear, shows nounderstanding of thegiven task, and usesno reasoning withlittle to no evidencefrom the text anddescriptions anddetails that areirrelevant and/orinaccurate.
Mississippi Academic Assessment ProgramEnglish Language Arts Writing Rubric Interpretive GuideStandard IDW.1-3StandardWritingOrganizationMAAP-WRITING RUBRIC4 points3 pointsThe writingdemonstratesevidence of planningand a purposeful,logical progression ofideas that allows thereader to easilyfollow the writer’sideas. Words,clauses, andtransitions are usedfrequently andeffectively to clarifythe relationshipsamong claims,reasons, details,and/or evidence. Thewriting contains aneffective introductionand conclusion thatcontribute tocohesiveness andclarity of theresponse.The writingdemonstratesevidence of planningand a progression ofideas that allows thereader to follow thewriter’s ideas. Words,clauses, andtransitions are usedeffectively to clarifythe relationshipsamong claims,reasons, details,and/or evidence. Thewriting contains anintroduction andconclusion thatcontribute to thecohesiveness of theresponse.Score of2 pointsThe writingdemonstratesevidence of planningwith some logicalprogression of ideasthat allows the readerto follow the writer’sideas. Words,clauses, andtransitions are usedsomewhatconsistently to clarifythe relationshipsamong claims,reasons, details,and/or evidence. Thewriting contains abasic introductionand conclusion thatcontribute tocohesiveness thatmay be formulaic instructure.1 point0 pointsThe writing shows anattempt at planning,but the progression ofideas is not alwayslogical, making itmore difficult for thereader to follow thewriter’s message orideas. Words,clauses, andtransitions are usedsparingly andsometimesineffectively toclarify therelationships amongclaims, reasons,details, and/orevidence. The writingcontains anintroduction andconclusion that areinappropriate and/ordisconnected,resulting in a lack ofcohesiveness andclarity.The writing lacksevidence of planning(random order) or aprogression of ideas,making it difficult forthe reader to followthe writer’s messageor ideas. Words,clauses, andtransitions are lackingor used ineffectivelyto clarify therelationships amongclaims, reasons,details, and/orevidence. There is alack of anintroduction and/orconclusion resultingin a lack ofcohesiveness andclarity.
Mississippi Academic Assessment ProgramEnglish Language Arts Writing Rubric Interpretive GuideStandard IDStandard4 pointsL.1 and .3L.2LanguageConventionsof Grammarand UsageLanguageConventionsof MechanicsMAAP-WRITING RUBRIC3 pointsScore of2 points1 point0 pointsThe writingestablishes andmaintains toneappropriate to task,purpose, andaudience. Wordchoice is precise,effective, andpurposeful. Sentencesare fluent and variedin length andstructure. Thewriting may containa few minor errors ingrammar and usage,but they do notinterfere withmeaning.The writing maintainsa tone inappropriateto task, purpose,and/or audience.Word choice islimited, clichéd, andrepetitive. Sentencesshow little or novariety in length andstructure, and somemay be awkwardleading to amonotonous reading.The writing maycontain a pattern oferrors in grammarand usage thatoccasionally impedesmeaning.The writingdemonstrates aconsistent commandof the conventions ofstandard English(punctuation,capitalization,spelling). The writingmay contain a fewminor errors inmechanics but theydo not interfere withmeaning.The writingdemonstrates aninconsistentcommand of theconventions ofstandard English(punctuation,capitalization,spelling). The writingmay contain a patternof errors inmechanics thatoccasionally impedesmeaning.The writing fails tomaintain toneappropriate to task,purpose, andaudience. Words arefunctional and simpleand/or may beinappropriate to thetask. The sentencesmay contain errors inconstruction or aresimple and lackvariety, making theessay difficult toread. The writingmay containegregious errors ingrammar and usagethat impedemeaning.The writingdemonstrates verylimited command ofthe conventions ofstandard English(punctuation,capitalization,spelling). The writingmay containegregious errors inmechanics thatimpede meaning.
Mississippi Academic Assessment Program (MAAP) Writing RubricScoring Guidance Document(Sample Annotations)This document was developed to assist teachers with delivering effective writinginstruction by providing tips and sample annotations for each MAAP ELA WritingRubric domain. An annotation is a note of explanation or comment added to atext, and scorers provide annotations to justify assigned scores and to ensureinterrater reliability. (Note: Some annotations were modified to excludeidentification of specific writing prompts.)Purpose of the Rubric:The MAAP English Language Arts (ELA) Writing Rubric is used to score multiplegenres of writing across multiple grade levels on statewide assessments. Therubric is used to score opinion and argumentative writing, informative writing,and narrative writing of students in grades 3-8 and End-of-Course.MAAP Rubric Scoring Guidance Document3
Development of IdeasThe WHAT that is writtenMAAP Rubric Scoring Guidance Document4
Development of Ideas: The WHAT that is writtenScore: 4Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does the response answer the prompt? How well does the response answer theprompt? Does the student understand the task? Does the response supply relevant information(evidence/reasoning) from the passage? The student demonstrates a completeunderstanding of the task and maintains a consistentfocus, uses details to show importance or reasoning.The ideas are fully developed using logical andconvincing reasoning and details that are specific,relevant, and accurate. Well chosen, relevantevidence from the text.Key Words/Phrases: Consistently focused Complete understanding Fully developed Logical and convincing Well-chosen, specific and relevant evidence This response is consistently focused on both partsof the prompt with well-chosen and relevantevidence from the text. The ideas are fullydeveloped using logical and convincing reasoning. There is a complete understanding of the given tasksin this essay. The student’s writing remainsconsistently focused on the idea. Specific andrelevant examples are given throughout essay. Ideasare fully developed by using logical and convincingreasoning.MAAP Rubric Scoring Guidance Document5
Development of Ideas: The WHAT that is writtenScore: 3Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does the response develop both or one(1) part of a two-part prompt? Does the response slightly get “offtrack”, but regain focus?Key Words/Phrases: Generally clear focused General understanding Adequately developed Sufficient and appropriate evidence Student shows a complete understanding of the task byevaluating the author’s effectiveness in a clear and focused wayusing logical and independent reasoning. However, the essay ismissing direct evidence from the text, and the writer refers to thetext (“the author states that ”) instead of fully integratingspecific quotes and details. The understanding of the task wasconsistent with a score of “4”, while the use of evidence wasmore consistent with a score of “2”. A “3” therefore, is the mostappropriate score in development. The evidence that the student selected is sufficient andappropriate, and the ideas are adequately developed. Thestudent was missing some analysis of what the prompt askedregarding the author. The response is generally clear and focused on the task andtouches on both pieces of what is being asked in the prompt.While there is an inaccuracy, the essay was seen as better than a“2” in Development due to adequate amounts of reasoning andthe use of appropriate evidence.Development of Ideas: The WHAT that is writtenScore: 2Sample Scoring AnnotationsTips for Writing InstructionQuestions to Consider Does the response summarize or restatethe evidence without providing reasoning? Does the response consist of quotes takendirectly from the passage? Does the response address one (1) part ofthe two-part prompt and contain somereasoning and evidence? Demonstrates understanding of the passage but does notanswer prompt to entirety. Ideas are somewhat developed,using some reasoning and some evidence. The responsetherefore demonstrates a partial understanding of the task. Student failed to adequately develop the ideas. Evidence ismostly listed, with little reasoning behind it. Some statementscontribute little to explaining the effectiveness of the author’sargument.Key Words/Phrases: Vague Partial understanding of the prompt Somewhat developed Some reasoning and some evidence Some details are irrelevant to the promptMAAP Rubric Scoring Guidance Document6
Development of Ideas: The WHAT that is writtenScore: 1Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does the response minimally addressthe prompt? Does the response provide a “hint” ofunderstanding that separates it froma 0? Is there “copying with intent?” A hint of responding to the prompt is present. The writerdemonstrates an understanding of the task and provides relevantevidence from the text to support the claim; however, only 2sentences are original. There is no reasoning present to supportthe claim or evidence. Relevant piece of evidence from the text was provided. Thewriting is unclear and shows a lack of understanding of theprompt, and the details are inaccurate or irrelevant.Key Words/Phrases: Unclear Lack of understanding, limited, little to no evidence Irrelevant and/or inaccurate evidence It appears that the student is referencing a character in the storythat does not support the prompt or claim. Some evidenceprovided is irrelevant, and there is limited reasoning.There is some understanding of the task in the introduction andconclusion, but the writer does not provide any reasoning todevelop the ideas. The middle two paragraphs included in theresponse are a summary with details that are mostly irrelevant.Development of Ideas: The WHAT that is writtenScore: 0Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does the response retell the passagewithout answering the prompt? Does the response demonstrate NOunderstanding of the task? The response lacks any connection to what is being asked in theprompt. It refers to the passage but is irrelevant and isinsufficient to show any understanding of the task.Key Words/Phrases: No understanding No reasoning Little to no evidenceMAAP Rubric Scoring Guidance Document7
OrganizationHOW the student writesMAAP Rubric Scoring Guidance Document8
Organization: HOW the student writesScore: 4Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does the response flow easily? Does the response include evidence ofpurposeful planning and a clearprogression of ideas? Does the response include an effectiveintroduction and conclusion? Does the writer effectively andappropriately include transitionalwords and phrases?Key Words/Phrases Purposeful logical progression Easy to follow Transitions used frequently andeffectively Effective introduction and conclusion This response shows evidence of purposeful planning. Thewriter is able to effectively transition within paragraphs, as wellas between paragraphs, which allows the response to flowsmoothly. The strong introduction and conclusion contribute tothe essay’s cohesiveness and sense of wholeness. An effective introduction and conclusion, a variety of effectivetransitions between paragraphs, and a purposeful, logicalprogression of ideas, all contribute to the score of “4” inorganization. There is evidence of planning and the reader caneasily follow the writer’s ideas. Purposeful and logical progression of ideas are present.Effective transitions, which are not formulaic, are used toconnect paragraphs and ideas within those paragraphs for thereader. The introduction and conclusion are effective andcontribute to the overall cohesiveness of the response.Organization: HOW the student writesScore: 3Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does a paragraph or part of theresponse get “off track,” but get “backon track,” later in the response? Are transitions effective, but may begeneric or repetitious? Evidence of planning and a logical progression of ideas arepresent, although the introduction and conclusion are fairlybasic and don’t contribute much to the overall cohesiveness.Ideas within the body are somewhat connected with the use ofrepetitive transitions, yet the response is fairly easy for reader tofollow the ideas being presented.Key Words/Phrases Progression of ideas, transitions areused effectively An introduction and conclusion thatcontributes to the cohesiveness of theresponse There is evidence of planning with a progression of ideas thatmakes the essay easy to follow. Transitions (connective and lessformulaic) are effective in connecting ideas, while theintroduction and conclusion contribute to the overallcohesiveness of the response. There is evidence of planning and a progression of ideas.Transitions are used frequently and effectively and helpcontribute to the overall flow of the essay. The introduction andconclusion add to the cohesiveness of the response.MAAP Rubric Scoring Guidance Document9
Organization: HOW the student writesScore: 2Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Does the response include a basicintroduction and conclusion; notoriginal: “I’m going to tell you 3 things,here are those 3 things, I just told you3 things?”Key Words/Phrases: Some logical progression of ideas Transitions are used somewhatconsistently Basic introduction and conclusion A simple introduction sentence and concluding sentence areused to contribute to the cohesiveness of the response.Transitions are also employed to help the reader follow theprogression of ideas. The organization of this essay is a bit formulaic (“Here’s a quote,now here’s some commentary.”) with transitions being usedsomewhat consistently between paragraphs. There is a basicintroduction and conclusion as well as progression of ideas. The progression of ideas is not always logical, and transitions areonly somewhat effective. The response contains a weakintroduction and lack of conclusion, but there is some evidenceof planning. *Do not just look for transitions, look for clarity oftransitions. The essay contains a basic introduction and conclusion withsome logical progression of ideas. The transitions are a bitformulaic but are used somewhat consistently to clarify arelationship between ideas.MAAP Rubric Scoring Guidance Document10
Organization: HOW the student writesScore: 1Sample Scoring AnnotationsTips for Writing InstructionQuestions to consider: Is the response a retell of the story? Are the introduction and conclusiondisconnected from the task or bodyof the response? Does the response include anintroduction with no plan ordirection? Are the sentences somewhatconnected, but lack transitions?Key Words/Phrases: Attempt at planning Progression of ideas lack logic Transitions are used sparingly andsometimes ineffectively An introduction and conclusion thatare inappropriate and/ordisconnected The introduction paragraph is somewhat scattered and irrelevantto the second paragraph, which actually deals with the questionsposed in the prompt. Transitions are not employed to help thereader connect ideas and follow the writer’s thought. An attempt at planning is present, but this essay goes off track.The introduction and conclusion are not connected, resulting in alack of cohesiveness and clarity. In addition, the essay is missingeffective transitions. This response lacks both an introduction and conclusion andcontains few transitions. Although it is not easy to follow, there issome progression of ideas. There is, however, an attempt atplanning. A simple introduction statement and conclusion are present whichminimally contribute to the cohesiveness. Transitions are usedsparingly, but the reader can follow the writer’s ideas.Organization: HOW the student writesTips for Writing InstructionQuestions to consider: Is the response completely offtrack? Does the response consist ofrandom thoughts with no cohesion?Key Words: Lacks evidence of planning (randomorder) or a progression of ideas Transitions are lacking or usedineffectively Lack of introduction and conclusionScore: 0Sample Scoring Annotations Lacks evidence of planning and a progression of ideas. Most of thesentences appear to be in random order, making the responsedifficult to follow. A weak introduction sentence, lack ofconclusion, and stream of consciousness writing. No transitions, no specific introduction or conclusion. There is nocohesiveness. Lacks evidence in planning; difficul
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the . English Language Arts Writing Rubric Performance Range Advanced Proficient Basic Minimal 12 11-9 8-5 4-1 0
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