Assessment Rubrics for English
A rubric tells a student what the next band looks like. That is its whole job, and it only does it if the words in each box are plain enough for the student to read.
Classroom rubrics, not examination marking schemes
These rubrics were written by RCF English for feedback and classroom assessment. You may print, copy and adapt them freely.
They are not the official marking schemes used for term tests or the G.C.E. examinations, and marks given with them do not predict an examination grade. For official schemes, see Marking Schemes.
Using a rubric so that it teaches
Show it before the task, not after
Read the Band 3 column aloud with the class before they write or speak. A rubric first seen on the returned script is a verdict, not a guide.
Mark one or two rows, not all four
For a class set, choose the row the lesson was about. Marking every row on every script takes four times as long and gives the student four things to fix at once.
Circle the box, then write one line
Circle the band the work reached, and write one sentence saying what would move it to the next box. To reach Band 3: give a reason for each point.
Let students use it on each other
Pairs mark each other's work on one row only. They will be harsher than you, and they will learn the criteria faster than from any explanation.
1. Writing rubric (guided and free writing)
| Criterion | Band 1 | Band 2 | Band 3 | Band 4 |
|---|---|---|---|---|
| Task | Much of the task is missing or off the topic. | The main point is there, but one or more required parts are missing. | All required parts are covered. | All parts are covered, with detail that suits the reader and purpose. |
| Organisation | No clear order; ideas are hard to follow. | Some order, but paragraphs or linking are missing. | Clear beginning, middle and end, with paragraphs. | Well ordered throughout; linking words guide the reader smoothly. |
| Language | Frequent errors make the meaning unclear. | Errors are common but the meaning is mostly clear. | Some errors, but they rarely affect meaning. | Few errors; a range of sentence types is used accurately. |
| Vocabulary | Very limited; words are often wrong or repeated. | Simple words, some repetition. | Suitable words, with some variety. | Precise, varied words chosen for effect. |
| Format and mechanics | Format ignored; punctuation and spelling weak. | Format partly correct; frequent punctuation or spelling errors. | Correct format; mostly accurate punctuation and spelling. | Correct format; punctuation and spelling almost always accurate. |
2. Speaking rubric
| Criterion | Band 1 | Band 2 | Band 3 | Band 4 |
|---|---|---|---|---|
| Content | Says very little about the topic. | Makes one or two simple points. | Makes several relevant points. | Develops points with reasons or examples. |
| Fluency | Long pauses; often stops. | Frequent hesitation, but keeps going with help. | Some hesitation; continues without help. | Speaks smoothly at a natural pace. |
| Accuracy | Errors make meaning unclear. | Many errors; meaning mostly clear. | Some errors that do not block meaning. | Few errors, even in longer sentences. |
| Pronunciation | Hard to understand. | Understandable with effort. | Clear, with occasional unclear words. | Clear throughout, with natural stress. |
| Interaction | Does not respond to the listener. | Responds briefly when asked. | Responds and sometimes asks questions. | Listens, responds and keeps the conversation going. |
3. Reading aloud rubric
| Criterion | Band 1 | Band 2 | Band 3 | Band 4 |
|---|---|---|---|---|
| Word reading | Many words cannot be read. | Several words need help. | Most words read correctly. | Almost all words read correctly, including new ones. |
| Phrasing | Word by word. | Short groups of words, often broken. | Mostly in sensible phrases. | Smooth phrases that follow the punctuation. |
| Expression | Flat throughout. | Some change of voice. | Voice changes for questions and speech. | Expression shows the meaning and mood. |
| Understanding | Cannot say what the text was about. | Recalls one detail. | Retells the main events or points. | Retells and explains why something happened. |
4. Literature answer rubric
| Criterion | Band 1 | Band 2 | Band 3 | Band 4 |
|---|---|---|---|---|
| Answering the question | Retells the text without answering. | Touches on the question now and then. | Answers the question throughout. | Answers the exact question, including every part of it. |
| Evidence | No reference to the text. | General references, no quotation. | Relevant quotation or close reference. | Short, well-chosen quotations placed exactly where needed. |
| Analysis | No comment on language or technique. | Names a device but does not explain it. | Explains what the language shows. | Explains the effect on the reader and links it to the writer's purpose. |
| Structure and expression | Unclear and unorganised. | Some order; ideas run together. | Clear paragraphs, each with one point. | A developed argument with a clear conclusion. |
To print a rubric
Use your browser's print option and choose Save as PDF or print directly. Each table prints with its heading. To print only one, select it on screen and choose Print selection where your browser offers it.
Next
Marking guides
How to mark a class set so that students improve, in reasonable time.
Assessment
What to assess, how often, and two-minute checks.
Term-test preparation plans
A six-week plan leading up to the term test, and what to do afterwards.