Unit 3: Student Resource
Performance Based Assessment 1: Compare/Contrast Essay
Construct
Measured
Score Point 4
Development of 
Ideas
Score Point 3
Score Point 2
Score Point 1
An accurate compare
and contrast analysis
of each text

Mostly accurate
compare and
contrast analysis of
each text

Somewhat accurate
compare and
contrast analysis of
each text

Minimally accurate
compare and
contrast analysis of
each text

An inaccurate
analysis or lacks the
compare and
contrast analysis of
the text

Cited little relevant
and/or convincing
textual evidence

Little to no textual
evidence
Shows limited

comprehension of
ideas expressed in
the text(s) barely
mentioning how the
setting affected
those involved in
each epidemic
Shows little to no
comprehension of
ideas expressed in
the text(s) also
excluding how the
setting affected
those involved in
each epidemic.

Compare and
contrast

Text citation


Supportive
textual
evidence
Cites mostly
convincing and
relevant
textual evidence


Cites convincing and
relevant
textual evidence
Cited some relevant
and convincing
textual evidence

Analysis shows full
comprehension of
how the setting
affected those
involved in each
epidemic

Shows extensive
comprehension of
how the setting
affected those
involved in each
epidemic

Demonstrates basic 
comprehension of
ideas expressed in
the text(s)
mentioning how the
setting affected
those involved in
each epidemic

Demonstrates
purposeful
coherence, clarity,
and cohesion

Demonstrates a
great deal of
purposeful
coherence, clarity,
and cohesion

Demonstrates some
purposeful
coherence, clarity,
and cohesion

Includes a strong
introduction,
conclusion, and a
logical
progression of ideas

Includes a strong
introduction,
conclusion, and
mostly logical
progression of ideas
in the form

Includes a strong
introduction,
conclusion, and
somewhat logically
grouped ideas

Maintains whole-towhole or point-topoint comparison

Mostly follows
whole-to-whole or
point-to-point
comparison

Whole-to-whole or
point-to-point
comparison makes
the ideas
discernable but not
obvious

Transitions are used
effectively between
ideas, sentences, and
paragraphs.

Transitions are
frequently used
between ideas,
sentences, and
paragraphs

Transitions are
somewhat effective
between ideas,
sentences, and
paragraphs

Textual
analysis
Organization
Score Point: 0

Demonstrates
limited coherence,
clarity, and/or
cohesion

Demonstrates a lack
of coherence,
clarity, and/or
cohesion

Progression of ideas
somewhat unclear

Progression of ideas
is unclear

Loosely follows
whole-to-whole or
point-to-point
comparison format

Essay is not within
the form of a wholeto-whole or pointto-point comparison

Transitions are
limited between
ideas, sentences,
paragraphs

Transitions are not
included or do not
provide
comprehension
between ideas,
sentences, and
paragraphs
Construct
Measured
Clarity of
Language
(voice, word
choice, sentence
fluency)
Conventions
Score Point 4
Score Point 3
Score Point 2

Effectively maintains 
third person point of
view

Quotes and
examples of
paraphrase from
research are
effectively and
correctly woven
throughout

Quotes and
examples of
paraphrase from
research are
correctly woven
throughout most of
the essay


Words are powerful, 
vivid, and engaging
Words are mostly
powerful, vivid, and
engaging


Words are effective
and appropriate for
audience and
purpose

Tone is informative

Information is

factual and concisely
presented

Demonstrates a
command of
standard English

Demonstrates a
mostly accurate
command of
standard English

Demonstrates
effectively edited
writing

Demonstrates edited 
writing

Possibly a few minor 
errors in grammar
and usage

Mostly effective use 
of third person point
of view
Score Point 1
Score Point: 0
Demonstrates third 
person point of view
Limited effectiveness 
in third person point
of view
Ineffective use of
third person point of
view
Some quotes and
examples of
paraphrase from
research are
integrated into the
essay

A limited number of 
quotes and
examples of
paraphrase from
research
Quotes and
examples of
paraphrase are
limited or not
integrated
Some words are
powerful and vivid

Few words are
powerful and vivid

Little or no powerful,
vivid, and engaging
language

Mostly effective

words chosen for the
audience and
purpose
Some words chosen
are appropriate for
the audience and
purpose

Few words are
appropriate for the
audience and
purpose

Barely attempts or
does not attempt to
write for the
purpose and
audience.

Tone is generally
informative

Tone is occasionally
informative

Tone of the essay
attempts to be
informative

Barely attempts or
does not attempt to
maintain an
informative tone
Thorough knowledge 
of comma usage
(coordinating
adjectives and lacks
dangling modifiers)
Information is

factual and concisely
presented
A few distracting
errors in grammar
and usage that do
not impede
understanding
Demonstrates
knowledge of
comma usage
(coordinating
adjectives and lacks
dangling modifiers)


Information is
factual and concisely
presented in some
places
Demonstrates a

somewhat
inconsistent
command of
standard English
Information contains 
few examples of
facts and concise
wording
Demonstrates an

inconsistent
command of
standard English
Information contains
little or no facts or
concise writing
Demonstrates an
inconsistent
command
standard English
A lack of editing is
evident
.

Several patterns of
errors in grammar
and usage that
impede
understanding

Patterns of errors in
grammar impede
understanding
almost entirely

There are a few
patterns of errors in
grammar


Demonstrates some
knowledge of
comma usage
(coordinating
adjectives and
mostly lacks
dangling modifiers)
There are distracting 
errors in grammar
and usage that
impede
understanding


Barely demonstrates
knowledge of
comma usage
(coordinating
adjectives and
contains dangling
modifiers)
Numerous
distracting errors in
grammar and usage
that impede
understanding
Does not
demonstrate
knowledge of
comma usage
(coordinating
adjectives and
contains dangling
modifiers)