Summit Learning Rubric

11/27/2018 Summit Learning
Rubric Cognitive Skills Grade 8 - Levels 3 ~ 5  Search with keywords...
Analysis & Synthesis 3 4 5
Comparing/ Contrasting Identifies significant Describes significant Identifies significant

similarities and similarities and similarities and
Identifying and describing differences relevant to a differences relevant to a differences relevant to a
similarities and specific claim/main idea. specific claim/main specific claim/main
differences and use them idea/thesis. idea/thesis. Explains in a
to support an argument limited way why the
or explanation similarities/differences
are meaningful within the
frame of reference (i.e.,
the claim/main
idea/thesis).
Critiquing the Accurately summarizes Traces and evaluates the Delineates and evaluates
Reasoning of Others the argument/explanation argument/ explanation the argument/explanation
or specific claims, and and specific claims, and specific claims,
Evaluating arguments, determines whether the assessing whether the assessing whether the
explanations, and reasoning is logical and reasoning is logical reasoning is valid and/or
solutions, including evidence is relevant. and/or the evidence is the evidence is relevant
identifying logical relevant. and sufficient. Where
fallacies and missteps applicable, identifies
some false statements
and fallacious reasoning
(logical fallacies).
Identifying Patterns and Organizes information Organizes information Organizes information

Relationships into useful structures into useful structures. into useful structures.
(tables, concept maps, or Accurately identifies Accurately identifies
Analyzing and organizing other graphical displays), patterns and a general patterns and some
information (including and accurately identifies relationship among relationships among
numerical and visual) to patterns. patterns. patterns.
identify patterns and/or
relationships to answer a .
question or solve a
problem
https://www.summitlearning.org/rubric?grade=8&rubricId=3 1/11
Interpreting Data/Info Provides a reasonable Provides an accurate Provides an accurate

interpretation of interpretation of interpretation of
Interpret data and/or data/information. Uses a data/information. Uses a data/information. Applies
information from sources relevant analytic strategy relevant analytic strategy some analytic strategies
and draw justifiable (e.g., sorting, (e.g., sorting, (e.g., sorting,
conclusions from data. compare/contrast) or compare/contrast) or compare/contrast) or
concept (e.g., mean, concept (e.g., mean, concepts (e.g., mean,
mode) to characterize the mode) to characterize the mode) to characterize the
data/information. data/information. data/information.
Justifying / Provides a logical chain Provides a logical chain Provides a logical chain
Constructing an of reasoning to justify of reasoning to explain or of reasoning to explain or
Explanation steps or procedures, or to justify specific steps, justify steps, procedures,
explain a phenomenon. procedures, or or phenomena in support
Using logic and Uses concrete phenomena. Develops of an overall solution
reasoning to justify a details/examples and/or explanation/justification strategy / procedure or a
response or explain a disciplinary ideas to with some holistic explanation of the
phenomenon justify reasoning. detail/examples. phenomenon. Develops
explanation/justification
with relevant
detail/examples.
Making Connections & Makes relevant Makes relevant Makes clear and relevant
Inferences inferences based on inferences based on inferences based on
evidence. evidence and identifies evidence and partially
Connecting ideas and Makes clear connections the larger significance of explains the larger
making inferences based between two or more the inference. significance of the
on evidence or reasoning specific examples inference.
relevant to the Connections between a
inferences. specific example and the Connections to the larger
larger idea are clear and idea are made through
appropriate. multiple examples but
may have some gaps in
explanation or may not be
fully developed.
Modeling Identifies specific Identifies significant Identifies significant

components of a concept components of a concept components of a concept
Representing concepts** and develops a simple and develops an accurate and develops an accurate
with models, visual but accurate physical, physical, visual, and/or visual and/or model to
representations or visual and/or abstract abstract model to represent key features.
symbols. And/Or Using model to represent key represent key features. Visual or model begins to
appropriate tools to features. make visible the
understand and analyze relationship of the
situations. **"Concepts," components to the whole.
in this dimension, refers
to abstract
situations/information,
processes, and systems
Composing / Writing 3 4 5
Argumentative Claim Introduces a clear Claims and subclaims are Claims and subclaims are
opinion/claim and clearly introduced clearly introduced and
Developing a strong provides logically ordered throughout writing and organized in a way that
opinion/ argument reasons that support organized so that makes relationships
through clear, well- student's point of view. relationships between among claims &
sequenced claims. claims and subclaims are subclaims clear and
evident. supports the reader's
understanding. Some
attention is given to the
significance of claims.
Counterclaims Describes a specific Describes specific Develops counterclaims

counterclaim. counterclaims and clearly with some evidence or
Acknowledging and distinguishes them from detail and points out their
developing alternate or claims. limitations.
opposing positions
Explanation of Explains relevant facts, Provides relevant Provides clear analysis

Evidence definitions, concrete analysis that explains that accurately explains
details, and/or quotations, how the selected how the selected
Analyzing how the and/or examples (as well evidence supports claims evidence supports claims
selected evidence as illustrations or or statements; analysis or statements.
support the writer's multimedia when stays rooted in the
statements (e.g., claims, appropriate) that support evidence but at times
controlling ideas). the opinion/main idea. may be vague, illogical,
or overly general.
Informational / Main idea is clear, on- Main idea/thesis is clear Main idea/thesis is clear,
Explanatory Thesis topic, and focused; and focused; supporting focused, and consistent
supporting ideas are ideas are relevant and throughout the writing;
Constructing relevant to main idea. organized so that supporting ideas are
explanations or relationships between relevant, organized in a
conveying ideas and main idea and supporting way that makes
information through clear, ideas are evident. relationships among
well-organized, relevant ideas clear and that
ideas. supports the reader's
understanding.
Integration of Evidence Presents relevant Evidence from sources is Evidence is presented

evidence from presented objectively and objectively and
Representing evidence experiences or sources accurately and inserted at accurately, positioned
accurately (via notes, through accurate appropriate points in the appropriately in the text,
summary, and/or summary or paraphrase text to support an and contextualized with
paraphrase) and at appropriate places argument, explanation, or introductory and/or
including evidence in text. within the text. analysis. explanatory phrases or
statements.
Introduction and Introduces the topic and Introduction includes Introduction includes
Conclusion a clear main idea or related background or relevant background or
claim; maintains a context information about context information about
Framing a composition consistent focus on the the topic and introduces the topic, introduces main
with a relevant main idea or claim. the main idea(s) or idea(s) or claim(s), and
introduction and claim(s); conclusion establishes purpose for
conclusion. Provides a concluding logically follows from the writing. Conclusion
statement or conclusion content presented and summarizes the content
that relates to the main ties back to main idea(s) presented and pulls
idea or claim. or claim(s). multiple ideas together in
relation to the main
idea(s) or claim(s).
Narrative Establishes a situation Orientation (including Orientation (including

and organizes a point of view), storyline, point of view), storyline,
Developing an oral or sequence of events using and/or organization of and/or organization of
written narrative that a variety of transitional experiences, events, experiences, events,
relates connected words, phrases, and and/or steps are clearly and/or steps are clearly
experiences, events, clauses. Introduces a established; established;
procedural steps, or the narrator and/or organizational sequence organizational sequence
like (whether they are characters and provides is logical, coherent, is logical, coherent,
real or imagined) a logical conclusion. and/or unfolds naturally; and/or unfolds naturally
Uses concrete words and where appropriate, and smoothly; where
phrases, sensory details, multiple narrative appropriate, multiple
and the full range of techniques are used narrative techniques are
narrative technique, such (e.g., description, used effectively (e.g.,
as description of actions, dialogue, pacing, or description, dialogue,
thoughts, and feelings, reflection); description pacing, or reflection);
dialogue, and pacing, to includes some precise description includes
develop characters and vocabulary and some precise vocabulary and,
plot. details and/or sensory where appropriate, vivid
language; conclusion details and sensory
generally follows from the language; conclusion
narrated clearly follows from the
experiences/events/steps. narrated
experiences/events/steps.
Organization Organizes paragraphs or Paragraphs and/or Paragraphs and/or

(Transitions, Cohesion, sections logically to sections are connected sections are connected
Structure) support the main idea or and sequenced to and logically build upon
claim. support understanding of one another to deepen
Using text structure and ideas. Transitions are understanding of ideas
transitions to Uses words, phrases, varied and are mostly and clarify relationships
communicate with clarity and clauses to link ideas appropriate and among ideas. Transitions
and coherence. within and across effectively used. are varied and
categories/claims. appropriately and
effectively used.
Selection of Evidence Selects relevant evidence Selects relevant evidence Selects a variety of
that supports main that supports both main relevant evidence that is
Using relevant and claim(s). Evidence for claim(s) and subclaims. sufficient to support main
sufficient evidence to subclaims is limited or claim(s); evidence still
support claims weakly related. only generally supports
subclaims.
Inquiry 3 4 5
Inquiry 3 4 5
Asking Questions Questions are relevant to Questions are relevant to Questions are valid,
a specific topic, are a specific topic, are testable or researchable,
Developing focused, testable or researchable, testable or researchable, and based on patterns or
answerable inquiry and and build on prior and build on existing observations.
research questions knowledge about the disciplinary knowledge
topic. about the topic.
Designing Processes Creates a step-by-step Creates an orderly action Creates an orderly action
and Procedures plan to investigate a plan and addresses most plan that addresses all
question or solve a aspects of the aspects of a
Following and/or problem. Identifies problem/prompt. Includes problem/prompt with
developing step-by-step appropriate methods, a description of some inefficiencies.
processes to use in the tools, and/or approaches. appropriate methods,
course of answering tools, and/or approaches.
problems/prompts or
conducting
inquiries/investigations
Predicting/ Makes a reasonable Makes a reasonable Constructs a testable

Hypothesizing prediction related to the prediction related to the hypothesis about the
inquiry question that inquiry question that investigated question,
Developing hypotheses involves changing a involves changing a with a basic description of
and predictions variable. Begins to variable. Hypothesis the variables (“if..
explain reasoning for relates to prior research then…”). Hypothesis
prediction by relating it to about the topic. relates to observation,
prior knowledge such as research, or scientific
cause and effect principle.
relationships.
Products & Presentations 3 4 5
Conventions Uses the conventions of Uses the conventions of Uses the conventions of
the discipline with some the discipline with the discipline
Using discipline- consistency. Minor errors, consistency. Minor errors appropriately; some
appropriate conventions while noticeable, do not do not impede minor errors, while
to support clear impede understanding. understanding. noticeable, do not impede
expression of ideas and understanding.
information
Multimedia in Oral Multimedia components Multimedia components Most multimedia

Presentation and visual displays and visual displays clarify components and visual
illustrate relevant and illustrate information displays clarify or
Integrating multiple information and develop and ideas. illustrate information and
mediums, including ideas ideas and strengthen
technology, to create arguments, explanations,
high-quality spoken and/or narratives by
presentations highlighting significant
points.
Multimedia in Written Uses technology, Uses technology, Uses technology,

Production including the internet, to including the internet, to including the internet, to
produce and publish produce/publish writing, effectively and efficiently
Integrating technology to writing products, as well link/cite sources, and produce, publish, and
create high-quality written as interact and interact/collaborate with update individual or
products collaborate with others others effectively and shared writing products.
effectively. efficiently. Uses Uses appropriate
technology/media tools to technology/media tools to
illustrate ideas or show illustrate ideas or show
relationships between relationships among
information/ideas. information/ideas
effectively.
Oral Presentation Makes regular eye Makes regular eye Uses consistently
contact with audience. contact with audience. appropriate eye contact,
Using appropriate public Shows appropriate body Shows confident body adequate volume, clear
speaking strategies, posture and speaks at a posture and speaks at an pronunciation, and
including interaction with volume and pace that adequate volume and appropriate body posture
presentation mediums, to does not interfere with pace with clear (e.g., calm, confident).
engage the audience and audience understanding pronunciation.
communicate points of the presentation.
Precision Expresses ideas with Consistently expresses Consistently expresses

specificity appropriate for ideas with adequate ideas with clarity and
Expressing ideas and the given purpose. specificity for the given specificity. Consistently
information with Defines key terms, purpose. Defines terms, defines terms, symbols,
exactness, specificity, symbols, etc. symbols, etc. etc.
correct use of
terminology, and
refinement
Style and Language Uses general academic Consistently uses a Consistently uses a
(Tone, Academic or specialized language formal style with some formal style with
Language, Syntax) precisely and uses formal academic or specialized consistently appropriate
language when language. Sentence academic or specialized
Using appropriate style in appropriate to the structure is functional; language. Sentence
a written product, purpose. Sentences vary writing may demonstrate patterns are somewhat
including academic in structure; word choice strong control over basic varied, with strong control
language, tone, and is precise and supports sentence structures but over basic sentence
syntax the purpose and limited control over more structures and variable
reader/listener interest. complex structures. control over more
complex structures.
Speaking & Listening 3 4 5
Discussion / Provides original Expresses original ideas Expresses original ideas

Contribution comments and/or draw clearly and connects to clearly and persuasively;
conclusions that the ideas of others. connects to the ideas of
Communicating ideas contribute to the Questions and responses others and builds new
and contributing to discussion and elaborate are mostly high level. pathways of discussion.
discussion through on the ideas of others. Attempts to move Attempts to deepen
questioning, connecting, Asks and responds to discussion forward by discussion by asking
and probing specific questions for asking and responding to connecting questions or
clarification. questions. building on the responses
of others.
Norms / Active Participates in Mostly adheres to Adheres to teacher-

Listening discussions and follows established norms for enforced collegial
agreed-upon rules and collegial discussions. discussion norms.
Using roles and norms to deadlines. Tracks progress toward Facilitates progress
support collegial Carries out assigned specific goals & toward specific goals &
discussions and roles. deadlines. Enacts deadlines. Attempts to
completion of group work individual roles establish individual roles
independently. within the group as
needed.
Preparation Comes to discussions Comes to discussions Comes to discussions

prepared and explicitly prepared and draws on having read & researched
Entering a discussion or draws on highly relevant specific evidence from material for teacher-
presentation with ideas or details from the the assigned reading and provided questions;
appropriate evidence and assigned reading and other relevant explicitly draws on texts &
relevant details. other relevant information. research to stimulate a
information. thoughtful, well-reasoned
exchange of ideas.
Textual Analysis (Close

3 4 5
Reading)
Development Uses specific details in a Explains how events, Analyzes clearly and
text to explain the individuals, and/or accurately the
Explaining the connection relationship or ideas/concepts interact development of a
between events, ideas or interactions between two within a text and complex event, individual
concepts in a text using or more... Characters, contribute to the (e.g., someone with
specific details. settings, or events in a development of the conflicting motivations)
story storyline or theme/central and/or idea/concept
OR idea. Analyzes how the within a text. Analysis
Events, ideas/concepts, text makes connections includes how the complex
or steps in a procedure in and distinctions between event, individual, and/or
informational text or among key events, idea/concept is
individuals, and/or introduced, explained,
ideas/concepts. and developed, and how
it connects, is
distinguished from, and
interacts with other
elements in the text.
Point of View/Purpose Describes how an Describes Accurately describes

author/narrator/speaker's author's/speaker’s point author's/speaker’s point
Analyzing the point of point of view influences of view or purpose and of view or purpose and
view or purpose of a how events are clearly explains how that analyzes how that point
character, narrator, described. point of view or purpose of view or purpose is
and/or author/speaker is conveyed and conveyed and developed
and how that point of Compares and contrasts developed through the through the use of
view influences the the points of view use of relevant details in relevant details in the
message or meaning of represented in multiple the text. Explains how text. Explains how
the text accounts of the same author's point of view author's point of view
event or topic. differs from others and, differs from others,
where applicable, how including the limitations or
the author acknowledges biases of the
and responds to author’s/speaker’s point
conflicting evidence or of view. Where
viewpoints. applicable, explains how
the author acknowledges
and responds to
conflicting evidence or
viewpoints.
Textual Analysis (Close

3 4 5
Reading)
Structure Describes the key Accurately and Accurately and

organizing features and thoroughly describes the thoroughly describes the
Analyzing an author's sections in a text. key organizing features of key organizing features
structural writing choices Explains how those a text. Analyzes how a and sections in a text.
how they (3-5): contribute organizing features particular sentence, Evaluates the
to the overall structure of contribute to the overall paragraph, or section effectiveness of a
the text; (6-12): affect the structure of the text. contributes to the particular sentence,
clarity and effectiveness development of the paragraph, or section in
of arguments, central idea/theme of a developing the central
explanations, or text. idea/theme.
narratives
Theme/Central Idea Identifies a theme/main Identifies a theme/central Identifies a major

idea in a text using key idea in a text and theme/central idea in a
Determining details and provides a limited text and provides an
theme(s)/central idea(s) explanation of how that accurate explanation of
with details that convey Elaborates on how key theme/central idea is how that theme/central
the central idea(s) details support the main developed through idea is developed through
idea specific details. specific details.
OR
Uses key details to Provides some
describe how explanation of how the
characters/speakers view theme/central idea
events/topics interacts with supporting
ideas or other elements in
the text (e.g., setting, plot,
character).
Word Choice Identifies and accurately Identifies words and Identifies words and
explains the meaning of phrases that impact the phrases that impact the
Analyzing the effect of academic, domain- meaning and/or tone of meaning and tone of the
language, specifically specific words and the text; clearly and text; clearly and
word choice, on the phrases and/or literary accurately explains the accurately explains the
meaning, tone, or mood allusions that impact the meaning of those words meaning of those words
of a text, and explaining meaning or tone of the and phrases as they are and phrases as they are
how word choice relates text (e.g., figurative used in the text (including used in the text (including
to context or medium. language such as figurative, connotative, figurative, connotative,
metaphors and similes). and technical meanings); and technical meanings).
explains the impact of Clearly explains the
those word choices on impact of those specific
meaning and/or tone in word choices on the
the text. meaning and/or tone of
the text. Generally
explains how specific
word choices relate to
context or medium.
Using Sources 3 4 5
Contextualizing Provides information Provides accurate Provides accurate

Sources about a source's time and information about a information about the
place of origin. Includes source's time and place historical, scientific,
Identifying how a source information about the of origin. Includes some political, economic,
is situated within the maker, the maker's information about the social, and/or cultural
world of its origin (time perspective, and intended historical, scientific, conditions of the source's
period, location, socio- audience or purpose. political, economic, origin. Makes
political climate, cultural social, and/or cultural connections between
conditions, etc.) and conditions of the source's these conditions and the
explaining how the origin. contents of the source.
perspectives within the
source shape and/or are
shaped by those
conditions
Selecting Relevant Selects multiple sources Selects sources that Selects sources that
Sources that provide key evidence provide sufficient, provide detailed, credible
relevant to the research credible information information relevant to
Selecting sources that question. Where relevant to the research the research question.
support answering a applicable, sources vary question. Where Where applicable,
particular research in format. applicable, sources vary sources vary in
question with relevant, in perspective and/or perspective and/or
credible information that format. format.
distinguishes between
fact and opinion
Synthesizing Multiple Integrates information Connections among Connections among

Sources from several sources on sources are made by sources are made by
the same topic by sorting comparing information grouping similar
Integrating information and comparing from multiple sources information/positions from
across multiple sources information. and/or comparing the multiple sources or
to support an argument type of sources (e.g., identifying significant
or explanation format, genre, time differences between
period, etc.). sources (in content
and/or type).

Summit Learning Rubric

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Summit Learning Rubric

Uploaded by

Copyright:

Available Formats

11/27/2018 Summit Learning

Rubric Cognitive Skills Grade 8 - Levels 3 ~ 5  Search with keywords...

Analysis & Synthesis 3 4 5

Comparing/ Contrasting Identifies significant Describes significant Identifies significant

Identifying Patterns and Organizes information Organizes information Organizes information

Analysis & Synthesis 3 4 5

Interpreting Data/Info Provides a reasonable Provides an accurate Provides an accurate

Analysis & Synthesis 3 4 5

Modeling Identifies specific Identifies significant Identifies significant

Counterclaims Describes a specific Describes specific Develops counterclaims

Explanation of Explains relevant facts, Provides relevant Provides clear analysis

Integration of Evidence Presents relevant Evidence from sources is Evidence is presented

Narrative Establishes a situation Orientation (including Orientation (including

Organization Organizes paragraphs or Paragraphs and/or Paragraphs and/or

Predicting/ Makes a reasonable Makes a reasonable Constructs a testable

Products & Presentations 3 4 5

Products & Presentations 3 4 5

Multimedia in Oral Multimedia components Multimedia components Most multimedia

Multimedia in Written Uses technology, Uses technology, Uses technology,

Precision Expresses ideas with Consistently expresses Consistently expresses

Products & Presentations 3 4 5

Speaking & Listening 3 4 5

Discussion / Provides original Expresses original ideas Expresses original ideas

Norms / Active Participates in Mostly adheres to Adheres to teacher-

Preparation Comes to discussions Comes to discussions Comes to discussions

Textual Analysis (Close

Point of View/Purpose Describes how an Describes Accurately describes

Textual Analysis (Close

Structure Describes the key Accurately and Accurately and

Theme/Central Idea Identifies a theme/main Identifies a theme/central Identifies a major

Contextualizing Provides information Provides accurate Provides accurate

Synthesizing Multiple Integrates information Connections among Connections among

You might also like