Assessment Rubric – Narrative Writing, Stage 3
Name: ________________________ Title: _________________________ Date: ___________________
Narrative Writing
Limited
Achievement (E)
Basic
Achievement (D)
Sound
Achievement (C)
High
Achievement (B)
Outstanding
Achievement (A)
Producing Texts
Produces a wide range of wellstructured and well-presented
imaginative texts for a wide
variety of purposes and
audiences using increasingly
challenging topics, ideas, issues
and written language features.
Poor or no structure. Poorly
presented. Limited purposes.
Unable to redraft for different
audiences. Basic topics, ideas,
issues and language used.
Limited range of texts. Some
structure. Basic presentation.
Some drafting. Keeps to known
topics and familiar issues and
language.
A range of topics with
acceptable presentation and
structure. Written for some
different audiences and
purposes. Starting to accept
challenges.
A range of topics. Good
presentation and structure.
Accepts challenging topics,
ideas, issues and language
features.
Writes well on a wide range of
topics with excellent structure
and presentation for a variety of
purposes and audiences. Can
write on challenging topics,
ideas, issues using sophisticated
language and features.
Grammar and Punctuation
Uses knowledge of sentence
structure, grammar and
punctuation to edit own writing.
Many errors with grammar and
punctuation. (Less than 50% of
text correct.) Text difficult to read
and understand. Unable to edit
own work.
Obvious errors with grammar
and punctuation. (50% - 65% of
text correct.) Effort needed to
make sense of the text. Some
editing of own work evident.
Some errors with grammar and
punctuation. (65%-80% of text
correct.) Text quite readable.
Editing evident.
Few or some errors with
grammar or punctuation.
(80%-90% of text correct.) Text
easy to read. More complex
sentence structure. Strong
evidence of editing own work.
Few or no errors with grammar
or punctuation. (90%+ of text
correct.) Text very easy to read.
More complex sentence
structure. Edited well.
Spelling
Spells most common words
accurately and uses a range of
strategies to spell unfamiliar
words.
Many spelling errors. (Less than
50% of text correct.) Meaning
compromised. Few or no
strategies used. Text difficult to
read.
Obvious errors. (50% -65% of
text correct.) Guessing needed
to gauge meaning. Few
strategies used. Text a little
difficult to read.
Some errors. (65%-80% of text
correct.) Meaning still conveyed
with some guessing. Some
strategies used. Text readable.
Few or some errors. (80%-90%
of text correct) Meaning not
affected. Uses a variety of
strategies. Text easy to read.
Few or no errors.
(90%+ of text correct.) Errors
minor and do not affect
meaning. Uses a variety of
strategies. Text very easy to
read.
Handwriting or Computer
Produces texts in a fluent and
legible style and uses computer
technology to present these
effectively in a variety of ways.
Handwriting very hard to read,
lacking many elements (size,
slope, formation, spacing, etc)
Very poor manipulation of a
keyboard. Text very hard to
read.
Handwriting harder to read,
lacking elements (size, slope,
formation, spacing, etc)
Poor manipulation of the
keyboard. Text harder to read.
Handwriting lacks some
elements. Clear, but less
consistent. Adequate
manipulation of the keyboard.
Text readable.
Handwriting lacks a few
elements, but still clear and
neat. Good manipulation of the
keyboard. Text easy to read.
Clear, neat handwriting of
consistent size and slope
correctly formed. Can use a
keyboard correctly to produce
desired text. Text very clear and
easy to read.
Attempts to include descriptive
language; no similes and/or
metaphors.
Is able to enhance meaning
through the use of descriptive
language; attempt use of similes
and/or metaphors.
Is well able to engage the reader Chooses language that engages
through use of descriptive
reader and is perfectly
language including use of
contextualised.
similes and metaphors.
Language & Vocabulary
Shows little or no evidence of
Incorporates the use of
descriptive language; no similes
adjectives, similes and
and/or metaphors.
metaphors to enhance meaning.
Comment: ____________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Final Grade: ______________________________________
Teacher: __________________________________________