Grades 6-8 CMAS ELA Prose Constructed Response Scoring Rubric - Research Simulation Task (RST) and Literary Analysis Task (LAT) - Narrative Task (NT)

Oct 2, 2026

Uploaded by Ben

Grades 6–8 CMAS ELA prose constructed-response scoring rubric defining performance expectations across research simulation and literary analysis tasks, as well as a separate narrative task. The rubric measures reading comprehension and written expression, including accurate analysis, prompt adherence, development of claims or topics, reasoning supported by text evidence, organization, coherence, and style. It also evaluates knowledge of language and conventions using standard-English mastery categories from score point 4 through 0, describing how errors affect clarity and understanding.

LanguageEnglish

CategoryExam

FormatPDF

Pages2

Reading Time5 min

AccessFree to download

Construct Measured

Reading Comprehension and Written Expression

Knowledge of Language and Conventions

Written Expression

Knowledge of Language and Conventions (Narrative Task)

CMAS Scoring Rubric for ELA Prose Constructed Response Items Research Simulation Task (RST) and Literary Analysis Task (LAT) | Construct Measured | Score Point 4 | Score Point 3 | Score Point 2 | Score Point 1 | Score Point 0 | | --- | --- | --- | --- | --- | --- | | Reading Comprehension and Written Expression | The student response
• demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis;
• addresses the prompt and provides effective and comprehensive development of the claim or topic that is consistently appropriate to task, purpose, and audience;
• uses clear reasoning supported by relevant text-based evidence in the development of the claim or topic;
• is effectively organized with clear and coherent writing;
• establishes and maintains an effective style. | The student response
• demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis;
• addresses the prompt and provides mostly effective development of claim or topic that is mostly appropriate to task, purpose, and audience;
• uses mostly clear reasoning supported by relevant textbased evidence in the development of the claim or topic;
• is organized with
mostly clear and coherent writing;
• establishes and maintains a mostly effective style. | The student response
• demonstrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis;
• addresses the prompt and provides some development of claim or topic that is somewhat appropriate to task, purpose, and audience;
• uses some reasoning and textbased evidence in the development of the claim or topic;
• demonstrates some organization with somewhat coherent writing;
• has a style that is somewhat effective. | The student response
• demonstrates
limited
comprehension of ideas stated explicitly and/or inferentially by providing a
minimally accurate
analysis;
• addresses the prompt and provides minimal development of claim or topic that is limited in its appropriateness to task, purpose, and audience;
• uses limited reasoning and textbased evidence;
• demonstrates
limited
organization and coherence;
• has a style that is
minimally
effective. | The student response
• demonstrates no comprehension of ideas by providing an inaccurate or no analysis;
• is undeveloped and/or inappropriate to task, purpose, and audience;
• includes little to no text-based evidence;
• lacks organization and coherence;
• has an inappropriate style. | | Knowledge
of Language and Conventions | | The student response to the prompt demonstrates full command of the
conventions of standard English at an appropriate level of complexity. There
may be a few minor errors in mechanics, grammar, and usage, but meaning is clear. | The student response to the prompt demonstrates some command of the
conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear. | The student response to the prompt demonstrates limited command of the
conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding. | The student response to the prompt does not demonstrate command of the
conventions of standard English atthe appropriate level of complexity.
Frequent and varied errors in mechanics, grammar, and usage impede understanding. | Grades 6 through 8 CMAS Scoring Rubric for ELA Prose Constructed Response Items Narrative Task (NT) | Construct Measured | Score Point 4 | Score Point 3 | Score Point 2 | Score Point 1 | Score Point 0 | | --- | --- | --- | --- | --- | --- | | Written Expression | The student response
• is effectively developed with narrati

FAQs

How are language conventions assessed in the rubric?

Knowledge of language and conventions is scored by how fully the student demonstrates command of standard English at an appropriate complexity level, with higher scores indicating minor or few errors and lower scores indicating frequent errors that impede understanding.

Oct 2, 2026

Uploaded by Ben