New York State Testing Program 2022 English Language Arts Test Writing Grade 4 Scoring Leader Materials Training Set - Scoring Rubric

Sep 30, 2026

Uploaded by Connor

Scoring leader materials for the New York State Testing Program’s 2022 English Language Arts Test Writing in Grade 4. Includes a detailed 2-point rubric for short responses, defining the features of 2-, 1-, and 0-point responses, including evidence requirements, analysis expectations, and conditions such as blank responses or invalid/inaccurate answers. Also provides the New York State Grades 4–5 Writing Evaluation Rubric with criteria across content and analysis, command of evidence, and coherence, organization, and style.

LanguageEnglish

CategoryExam

FormatPDF

Pages95

Reading Time3 h 59 min

AccessFree to download

2-Point Rubric—Short Response

Score descriptors for 2 points

Score descriptors for 1 point

Score descriptors for 0 points

New York State Grades 4–5 Writing Evaluation Rubric

Content and Analysis (CCLS)

Command of Evidence (W.2, R.1–8)

Coherence, Organization, and Style (W.2, L.3, L.6)

4ELA SLM-T New York State Testing Program 2022 English Language Arts Test Writing Grade 4 Scoring Leader Materials Training Set Copyright Information “Human Homes That Master the Weather” by Margaret Macalister Slepkow, AppleSeeds, April 1, 1999. Copyright ©1999 by Cricket Media. Used with permission of Carus Publishing Company via Copyright Clearance Center. Image of yurt courtesy of Alamy Stock Photo, agefotostock/DRF3WC. “The Fox and the Crow” from Aesop for Children, Library of Congress. “The Otters and the Fox” from Fables of India by Joseph Gaer. Boston: Little, Brown and Company, 1955. Developed and published under contract with the New York State Education Department by Questar Assessment Inc. , 5550 Upper 147th Street West, Minneapolis, MN 55124. Copyright © 2022 by the New York State Education Department. All rights reserved. This publication may be reproduced or transmitted for the purpose of scoring activities authorized by the New York State Education Department 2-Point Rubric—Short Response | Score | Response Features | | --- | --- | | 2 Points | The features of a 2-point response are
• Valid inferences and/or claims from the text where required by the prompt
• Evidence of analysis of the text where required by the prompt
• Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt
• Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt
• Complete sentences where errors do not impact readability | | 1 Point | The features of a 1-point response are
• A mostly literal recounting of events or details from the text as required by the prompt
• Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt
• Incomplete sentences or bullets | | 0 Points * | The features of a 0-point response are
• A response that does not address any of the requirements of the prompt or is totally inaccurate
• A response that is not written in English
• A response that is unintelligible or indecipherable | • If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1. * Condition Code Ais applied whenever a student who is present for a test session leaves an entire constructedresponse question in that session completely blank (no response attempted) . New York State Grades 4–5 Writing Evaluation Rubric | CRITERIA | CCLS | SCORE | | | | | | --- | --- | --- | --- | --- | --- | --- | | | | 4 Essays at this level: | 3 Essays at this level: | 2 Essays at this level: | 1 Essays at this level: | 0* Essays at this level: | | CONTENT AND ANALYSIS: the extent to which the essay conveys ideas and information clearly and accurately in order to support analysis of topics or text(s) | W.2
R.1–9 | —clearly introduce a topic in a manner that follows logically from the task and purpose
—demonstrate insightful comprehension and analysis of the text(s) | —clearly introduce a topic ina manner that follows from the task and purpose
—demonstrate gradeappropriate comprehension and analysis of the text(s) | —introduce a topic ina manner that follows generally from the task and purpose
—demonstrate a literal comprehension of the text(s) | —introduce a topic in a manner that does not logically follow from the task and purpose
—demonstrate little understanding of the text(s) | —demonstrate a lack of comprehension of the text(s) or task | | COMMAND OF EVIDENCE: the extent to which the essay presents evidence from the provided text(s) to support analysis and reflection | W.2
R.1–8 | —develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)
—sustain the use of varied, relevant ev

FAQs

How is a 2-point short response scored in this rubric?

A 2-point response provides valid inferences or claims from the text where required and shows evidence of analysis. It includes sufficient relevant facts, definitions, concrete details, quotations, or other information, and uses complete sentences when errors do not harm readability.

What distinguishes a 1-point short response from a 2-point response?

A 1-point response mainly recounts events or details from the text and includes some relevant facts or details. It may include incomplete sentences or bullets and typically shows less analysis or fewer supporting elements than required for 2 points.

When can a response be limited to a maximum score of 1?

If the prompt requires two texts but the student references only one text, the response cannot score higher than a 1. The rubric also notes special conditions such as scoring code A for completely blank constructed-response answers.

Sep 30, 2026

Uploaded by Connor