|
No
|
Indicator
|
Descriptors
|
Score
(S)
|
Weight
(W)
|
S x W
|
|
1
|
Content and Development
|
Relevant to the topic. Support main idea
convincingly with specific, appropriate example/reason/evidence.
|
5
|
5
|
|
|
Relevant to the topic. Support main idea
adequately with specific, appropriate example/reason/evidence.
|
4
|
5
|
|
||
|
Mostly relevant to the topic. Support main
idea but few points are too general/ abstract/vague.
|
3
|
5
|
|
||
|
Generally address the topic . Lack use of
specific, appropriate example/reason/evidence.
|
2
|
5
|
|
||
|
Main idea is not clear. No use of specific,
appropriate example/reason/evidence.
|
1
|
5
|
|
||
|
2
|
Organization
|
Focuses on the main idea with well-organized
and well-elaborated text.
|
5
|
5
|
|
|
Focuses on the main idea and well-organized
but not well-elaborated.
|
4
|
5
|
|
||
|
Focuses on the main idea but not
well-organized and not well-elaborated.
|
3
|
5
|
|
||
|
Not focus on the main idea, sometimes has
more than one main idea, unwell-organized and unwell-elaborated.
|
2
|
5
|
|
||
|
The main idea is not clear, lack of
elaboration
|
1
|
5
|
|
||
|
3
|
Sentence Formatting and
Usage
|
Effective word order, no jumbled words, no
mistakes in: tense, word order, articles, pronoun, and preposition.
|
5
|
4
|
|
|
Standard word order, no jumbled words, few
mistakes in: tense, word order, articles, pronoun, and preposition.
|
4
|
4
|
|
||
|
Generally, standard word order, some jumbled
words, some mistakes in: tense, word order, articles, pronoun, and
preposition.
|
3
|
4
|
|
||
|
Some standard word order, some jumbled words,
many mistakes in: tense, word order, articles, pronoun, and preposition.
|
2
|
4
|
|
||
|
Frequent standard word order, some jumbled
words, many mistakes in: tense, word order, articles, pronoun, and
preposition.
|
1
|
4
|
|
||
|
4
|
Vocabulary and Style
|
Well-chosen vocabulary, sentence variety and
information.
|
5
|
3
|
|
|
Vocabulary is precise and the information is
purposeful.
|
4
|
3
|
|
||
|
Vocabulary is less precise and the
information is less purposeful.
|
3
|
3
|
|
||
|
Use only basic vocabulary and not
purposefully selected. Its tone is flat or not consistent.
|
2
|
3
|
|
||
|
Unwell-chosen vocabulary, sentence variety
and information. The meaning also
vague.
|
1
|
3
|
|
||
|
5
|
Mechanic
|
Effective use of capitalization, punctuation,
spelling and formatting.
|
5
|
3
|
|
|
Few (if any) noticeable error in
capitalization, punctuation, spelling and formatting.
|
4
|
3
|
|
||
|
Generally, almost use effective
capitalization, punctuation, spelling and formatting. If there is any error,
it does not detract from meaning.
|
3
|
3
|
|
||
|
Several errors in spelling and punctuation
which detract from meaning.
|
2
|
3
|
|
||
|
Many misspell in simple words.
|
1
|
3
|
|
||
|
Total Score
|
|
||||
Adapted
from Anderson in Huges (1989) with some modifications and adjusted to the
students’ level.
Total score = (content & development + organization +
sentence formatting & usage + vocabulary & style + mechanic)
