Writing—whether a persuasive essay, lab report, constructed response or research paper—is a consistent component of performance tasks that are most utilized by teachers to measure their students’ knowledge, understanding of concepts, and skills. The reason why are many, but probably the most significant is that the very act of writing, which requires students to create feeling of information and ideas and also to express that understanding coherently, is itself a skill that is critical.
And yet, despite its importance, there was little consensus among educators at any grade level on which constitutes effective writing, how it ought to be measured, as well as how it must be taught.
One step toward solving this conundrum is the consistent use of a general analytic writing rubric. An analytic writing rubric, like all rubrics, contains sets of criteria aligned to progressive levels of performance. However, unlike a holistic writing rubric , which evaluates all criteria simultaneously to reach at just one score, an analytic writing rubric separates the criteria into discrete elements, such as for instance controlling ideas, organization, development, diction and conventions. (more…)