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The rubric is defined by five standards—response to the prompt, organization, development and details, EAE conventions, and word choice—using Edited American English criteria and four performance levels from inadequate to 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given 45 minutes to plan, organize, and write the essay.  \n• Two trained readers will read the essay holistically, evaluating it on the basis of its overall effectiveness.  \n• The readers spend 90 seconds to 2 minutes maximum reading the essay.  \n• An even-numbered four point scale (rubric) will be used to assign a score.  \n• The two GED readers’ scores are averaged. An essay score of 2 or higher is combined with the multiple-choice score to form a composite.  \n• Essay scores of 1 or 1.5 will not be counted. The candidate must retake both essay and multiple-choice parts.  \n• Individual essay scores are not reported. The composite score = 65% multiplechoice score and 35% essay score.  \n• The two GED essay readers may not be more than one point apart in their scoring. If they are, a third reader will be called into determine the score.  \n• If a candidate receives a composite score of 200-800, he earned at least an essay score of at least a 2.  \n• If a candidate receives a double asterisk (**), his essay did not earn at least a 2.  \n• A single asterisk (*) means the candidate’s essay was “off topic.”  \nWhy a Rubric?  \n• We don’t get what we don’t assess. To be fair and meaningful, an assessment must reflect the knowledge and skills that instructors are teaching as well as those that a student is expected to learn.  \n• A rubric is simply a definition for the student and teacher of the range of acceptable and unacceptable performance.  \nFive Standards for the Rubric  \n• Response to the prompt  \n• Organization  \n• Development and Details  \n• Conventions of EAE  \n• Word Choice  \nWhat is EAE?  \nEAE is Edited American English. It is the standard the GED uses to evaluate the accuracy of the students’ use of language.  \n• Sentence Structure, i.e. parallelism, run-on sentences  \n• Usage, i.e. subject-verb agreement, pronoun reference  \n• Mechanics, i.e. capitalization, punctuation, spelling  \nLevel 1 Characteristics  \n\n|  | 1 |\n| --- | --- |\n|  | Inadequate |\n|  | Reader has difficulty identifying or following the writer’s ideas. |\n| Response to the Prompt | Attempts to address prompt but with little or no success in establishing a focus. |\n| Organization | Fails to organize ideas. |\n| Development and Details | Demonstrates little or no development; usually lacks details or examples or presents irrelevant information. |\n| Conventions of EAE | Exhibits minimal or no control of sentence structure and the conventions of EAE. |\n| Word Choice | Exhibits weak and/or inappropriate words. |\n\nLevel 2 Characteristics  \n\n|  | 2 |\n| --- | --- |\n|  | Marginal |\n|  | Reader occasionally has difficulty\u003Cbr>understanding or following the writer’s ideas. |\n| Response to the Prompt | Addresses the prompt, though the focus may shift. |\n| Organization | Shows some evidence of an\u003Cbr>organizational plan. |\n| Development and Details | Has some development but lacks specific details; may be limited to a listing, repetitions, or generalizations. |\n| Conventions of EAE | Demonstrates inconsistent control of sentence structure and the conventions of EAE. |\n| Word Choice | Exhibits a narrow range of word choice, often including inappropriate selections |\n\nLevel 3 Characteristics  \n\n|  | 3 |\n| --- | --- |\n|  | Adequate |\n|  | Reader understands\u003Cbr>writer’s ideas. |\n| Response to the Prompt | Uses the writing prompt to establish a main idea. |\n| Organization | Uses an identifiable organizational plan. |\n| Development and Details | Has focused but occasionally uneven development; incorporates some specific detail. |\n| Conventions of EAE | Generally controls sentence structure and the conventions of EAE. |\n| Word Choice | Exhibits appropriate word choice |\n\nLevel 4 Characteristics  \n\n|  | 4 |\n| --- | --- |\n|  | Effective |\n|  | Reader understands and easily follows the writer’s expression of ideas. |\n| Response to the Prompt | Presents a clearly focused main idea that addresses the prompt. |\n| Organizatio","cbCaigjQ6eWsgiE9","https://ap.wps.com/l/cbCaigjQ6eWsgiE9","pdf",494028,"English","# Essay Scoring Overview\n## Timing and Reader Process\n## Rubric Scoring Rules\n# Why a Rubric\n# Five Standards for the Rubric\n## Response to the Prompt\n## Organization\n## Development and Details\n## Conventions of EAE\n## Word Choice\n# What is EAE?\n## Sentence Structure\n## Usage\n## Mechanics\n# Level 1 to Level 4 Characteristics\n## Level 1: Inadequate\n## Level 2: Marginal\n## Level 3: Adequate\n## Level 4: Effective\n# Student Essay Samples","[{\"question\":\"How much time does the GED require for planning and writing the essay?\",\"answer\":\"The essay writer is given 45 minutes to plan, organize, and write the essay.\"},{\"question\":\"How are GED essay scores determined and combined with multiple-choice results?\",\"answer\":\"Two trained readers score the essay holistically using a 4-point rubric, their scores are averaged, and the composite score is 65% multiple-choice and 35% essay.\"},{\"question\":\"What standards does the rubric use to evaluate an essay?\",\"answer\":\"The rubric evaluates response to the prompt, organization, development and details, conventions of EAE, and word choice.\"}]","GED Language Arts - Writing: The Essay | PDF"]