New York State ELA Assessment Rubrics for Grades 6-8 Writing - Language Arts

• Jul 9, 2024 • 4 min read

✨ Summary: New York State ELA Assessment Rubrics for Grades 6-8 Writing. Easy to use and print.

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New York State Writing Evaluation Rubric for Grades 6-8

Key Points

This rubric guides writing assessment for grades 6-8 in New York State
It evaluates four main criteria: content/analysis, evidence, organization, and conventions
It uses a 0-4 scoring scale with detailed performance descriptors
It aligns with specific Next Generation Learning Standards (NGLS)

Full Rubric

Score	Content and Analysis	Command of Evidence	Coherence, Organization, and Style	Control of Conventions
4 (Essays at this level)	- Clearly introduce topic in compelling manner - Follows logically from task and purpose - Demonstrate insightful analysis of text(s)	- Develop topic with relevant, well-chosen evidence - Sustain use of varied, relevant evidence	- Clear organization with skillful transitions - Sophisticated language and vocabulary - Compelling conclusion	- Grade-appropriate command of conventions - Few errors
3 (Essays at this level)	- Clearly introduce topic - Follows from task and purpose - Demonstrate grade-appropriate analysis	- Develop topic with relevant evidence - Sustain relevant evidence with some lack of variety	- Clear organization with appropriate transitions - Precise language and vocabulary - Appropriate conclusion	- Grade-appropriate command - Occasional errors that don’t hinder comprehension
2 (Essays at this level)	- Introduce topic generally - Follows generally from task - Demonstrate literal comprehension	- Partially develop topic - Use relevant evidence inconsistently	- Some attempt at organization - Inconsistent style and vocabulary - Basic conclusion	- Emerging command - Some errors that may hinder comprehension
1 (Essays at this level)	- Topic doesn’t follow logically - Little understanding of text(s)	- Minimal evidence use - Invalid or irrelevant evidence	- Little organization attempt - Imprecise language - Illogical conclusion	- Lack of command - Frequent errors that hinder comprehension
0 (Essays at this level)	- Lack of comprehension - Off-task response	- No evidence or completely irrelevant	- No evidence of organization - Incoherent language	- Minimal conventions - Assessment unreliable

Detailed Rubric Breakdown

Content and Analysis (NGLS: W.2, R.1-9)

Score	Criteria
4	- Clearly introduce a topic in a manner that is compelling - Follows logically from the task and purpose - Demonstrate insightful analysis of the text(s)
3	- Clearly introduce a topic that follows from the task and purpose - Demonstrate grade-appropriate analysis of the text(s)
2	- Introduce a topic that follows generally from the task and purpose - Demonstrate a literal comprehension of the text(s)
1	- Introduce a topic that does not logically follow from task and purpose - Demonstrate little understanding of the text(s)
0	- Demonstrate a lack of comprehension of the text(s) or task

Command of Evidence (NGLS: W.2, R.1-8)

Score	Criteria
4	- Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or information and examples - Sustain the use of varied, relevant evidence
3	- Develop the topic with relevant facts, definitions, details, quotations, or examples - Sustain the use of relevant evidence, with some lack of variety
2	- Partially develop the topic with some textual evidence - Use relevant evidence with inconsistency
1	- Demonstrate an attempt to use evidence with minimal development - Evidence is generally invalid or irrelevant
0	- Provide no evidence or completely irrelevant evidence

Coherence, Organization, and Style (NGLS: W.2, L.3, L.6)

Score	Criteria
4	- Exhibit clear organization with skillful transitions - Establish sophisticated formal style with domain-specific vocabulary - Provide compelling conclusion
3	- Exhibit clear organization with appropriate transitions - Establish formal style with precise language - Provide appropriate conclusion
2	- Show some attempt at organization - Inconsistent formal style and vocabulary - Provide basic conclusion
1	- Little attempt at organization - Imprecise or inappropriate language - Illogical conclusion
0	- No evidence of organization - Incoherent language - No conclusion

Control of Conventions (NGLS: W.2, L.1, L.2)

Score	Criteria
4	- Demonstrate grade-appropriate command of conventions - Few errors present
3	- Demonstrate grade-appropriate command - Occasional errors that don’t hinder comprehension
2	- Demonstrate emerging command - Some errors that may hinder comprehension
1	- Demonstrate lack of command - Frequent errors that hinder comprehension
0	- Minimal command making assessment unreliable

How to Use This Rubric

For Teachers: Use this rubric to assess student writing across multiple dimensions. Focus on both content and technical aspects of writing to provide comprehensive feedback.
For Students: Use this rubric as a checklist when writing and revising. Pay attention to all four main criteria to ensure well-rounded writing.
For Parents: Understand how your child’s writing is evaluated and support their development in each area.

Tips for Success in NY State Writing

Strong Content: Ensure your topic is clearly introduced and logically connected to the task.
Evidence Usage: Support your writing with relevant, well-chosen evidence from texts.
Clear Organization: Use appropriate transitions and maintain a consistent organizational structure.
Professional Style: Maintain formal style with precise, domain-specific vocabulary.
Proper Conventions: Pay attention to grammar, spelling, and punctuation.
Effective Conclusions: Write conclusions that logically follow from and support your main ideas.
Varied Evidence: Include different types of evidence (facts, definitions, quotations) to support your writing.

Regular practice using this rubric as a guide can help students improve their writing skills and perform better on NY State assessments. Remember to address all components of the rubric in your writing practice.

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