Educational Consulting & Instructional Coaching

Grade Level Analytic Rubrics Aligned to Common Core and PARCC Assessment Models

Posted on Jan 13, 2014 | 4 comments

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Dr. Dea has created Common Core and PARCC aligned writing rubrics.

Dr. Dea has created Common Core and PARCC aligned writing rubrics.

These writing rubrics are offered as a tool to support grade-level evaluation of writing mastery aligned to the Common Core Standards. The rubric is adaptable to assessing argument (opinion) writing, informational writing, and/or narrative. Modeled after PARCC’s expanded scoring rubric at each grade, the rubric includes PARCC’s 5 criteria for assessment: reading comprehension; development of ideas; organization; clarity of language; and knowledge of conventions. The rubric also addresses specific grade-level language standards for expected mastery.

Complete the form below to download Checklist Rubrics for Grade levels 1-11.

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4 Comments

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  1. Deb Brady

    Dr. Conrad-Curry,
    Can you explain why you have 3 as the highest category through grade 5?
    Thanks.
    Debby Brady

  2. Deb

    Thank you for explaining PARCC’s rationale and for translating it into the classroom. I really appreciate the depth of your thinking and the work that went into this very concise and teacher-friendly rubric.
    I have been concerned that the NCLB focus on bringing everyone to proficiency put a ceiling on expectations and left high expecctations behind. Do you think that these national expectations are sufficiently high? Do these 3′s say the same thing? I know that you work with so many teachers across the U.S. and would really like your read on this. I know how carefully you’ve studied PARCC and literacy.
    Deb

    • Dr. Dea Conrad-Curry

      I agree with your concerns regarding NCLB’s misguided thinking regarding proficiency. In my opinion, the language and expectations framed within the document is one of the many oversteps government has made in the area of education. Of course there is no error in establishing an environment of high achievement among all learners and for all teachers; however, to think that achievement for the fastest 2-footed runner can be measured with an identical tool to the runners of a three-legged race is absurd (hoping you follow my analogy). On the other hand, the Common Core Standards clearly state that they are not intended for either the gifted or the special needs: “The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students” (Common Core State Standards, p.6).

      This said, I do think the standards are sufficiently high and I do think that for the most part, PARCC’s assessment is a quality tool for measuring the standards. The unfortunate aspect to the NCLB, CCSS, Assessment (PARCC, SBAC or any of the others currently under design), is NCLB’s requirement regarding testing. If the standards are not specifically written for either the gifted or those of special needs, how can an assessment designed to measure the standards truly measure the achievement of those for whom the standards are not specifically designed? A conundrum–one I would appreciate having the opportunity to work with but no doubt, will not be invited to that table if is ever set. As I blather on…to definitively determine who is gifted and who is special needs is itself a conundrum. The fact is…some people are both…and where does that put those? Oh, methinks this is too much for a reply to a blog comment/question and more than perhaps you intended!

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