Rev May 2015 rmg
Comprehensive Examination Assessment Rubric
Department of Leadership and Teacher Education
Elementary, Early Childhood and Reading
Levels of
Performance
Indicators
Content
Exceptional (4)
Response is at a level
far beyond peers
• Essential and
supplementary content are
addressed
• Development of information
is well organized and
expressed in priority order
• Content is defended with
precise and relevant
evidence
Proficient (3)
Response meets
expectations
• Essential content is
addressed
• Evidence of essential
content is limited
• Development of
information is well
organized
• Lacks clear organization
of information to address
content of question
• Ideas are supported in a
logical fashion
• Support of ideas is
limited
• Most resources correctly
cited (APA)
• Few resources are
correctly cited (APA)
• All resources correctly cited
(APA)
• Between 1600-1800
words
• 1800-2000 words
Written
Expression
Basic (2)
Response indicates only
initial understanding
• About 1500 words
Unacceptable (1)
Response does not
demonstrate minimal
understanding
• There is little or no
evidence that essential
content is addressed
• There is little or no
evidence that information
is organized
• There is little or no
evidence that ideas are
supported
• No resources correctly
cited (APA)
• Less than 1500 words
• Few or no errors in
mechanics, usage,
grammar or spelling
• Some errors in
mechanics, usage,
grammar, or spelling
• Several errors in
mechanics usage,
grammar, or spelling
• Expression of information
is clear and response
includes effective
transitions
• Expression of
information is clear and
writing maintains a
consistent tone
• Expression of information
lacks clarity and use of
effective transitions
• Response includes an
introduction, development
of essential and
supplementary information,
and a conclusion
• Response includes an
introduction,
development of essential
information and a
conclusion
• Word choice or spelling
may hinder easy
comprehension
• Response lacks a clear
organization or conclusion
• Numerous errors in
mechanics, usage,
grammar, or spelling
interfere with meaning
• Expression of information
lacks organization and use
of transitions
• Word choice or spelling
may interfere with
comprehension
• Response lacks logical
development
Comments