Smarter Balanced Performance Task Scoring Rubrics - Writing Rubric (Grades 3-11)

Oct 3, 2026

Uploaded by Callum

Smarter Balanced performance task scoring rubrics for informative-explanatory writing (Grades 3–5 and Grades 3–11). The rubric defines performance levels using a four-point scale and a two-point scale, with descriptors for purpose/organization, evidence/elaboration, and conventions. Each level specifies how well the response communicates a controlling idea, maintains focus, uses transitions, includes effective introductions and conclusions, develops ideas with sources and details, and demonstrates grammar, punctuation, capitalization, and spelling. Also includes NS and disqualifiers such as unintelligible or off-purpose.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Performance Task Scoring Rubrics

Writing Rubric (Grades 3–5)

Purpose/Organization (4-Point Scale)

Evidence/Elaboration (4-Point Scale)

Conventions (2-Point Scale)

Smarter Balanced Performance Task Scoring Rubrics Grades 3-11 | 4-Point Informative-Explanatory Performance Task Writing Rubric (Grades 3-5) | | | | | | | --- | --- | --- | --- | --- | --- | | Score | 4 | 3 | 2 | 1 | NS | | Purpose/Organization | The response has a clear and effective organizational structure, creating a sense of unity and completeness. The response is fully sustained, and consistently and purposefully focused:
􀁸 controlling or main idea of a topic is clearly communicated, and the focus is strongly maintained for the purpose, audience, and task
􀁸 consistent use of a variety of transitional strategies to clarify the relationships between and among ideas
􀁸 effective introduction and conclusion
􀁸 logical progression of ideas from beginning to end; strong connections between and among ideas with some syntactic variety | The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected. The response is adequately sustained and generally focused:
􀁸 controlling or main idea of a topic is clear, and the focus is mostly maintained for the purpose, audience, and task
􀁸 adequate use of transitional strategies with some variety to clarify the relationships between and among ideas
􀁸 adequate introduction and conclusion
􀁸 adequate progression of ideas from beginning to end; adequate connections between and among ideas | The response has an inconsistent organizational structure, and flaws are evident. The response is somewhat sustained and may have a minor drift in focus:
􀁸 controlling or main idea of a topic may be somewhat unclear, or the focus may beinsufficiently sustained for the purpose, audience, and task
􀁸 inconsistent use of transitional strategies and/or little variety
􀁸 introduction or conclusion, if present, may be weak
􀁸 uneven progression of ideas from beginning to end; and/or formulaic; inconsistent or unclear connections between and among ideas | The response has little or no discernible organizational structure. The response may be related to the topic but may provide little or no focus:
􀁸 controlling or main idea maybe confusing or ambiguous; response may be too brief orthe focus may drift from the purpose, audience, or task
􀁸 few or no transitional strategies are evident
􀁸 introduction and/or conclusion may be missing
􀁸 frequent extraneous ideas may be evident; ideas maybe randomly ordered or have an unclear progression | 􀁸 Unintelligible
􀁸 In a language other than English
􀁸 Off-topic
􀁸 Copied text
􀁸 Off-purpose | | 4-Point Informative-Explanatory Performance Task Writing Rubric (Grades 3–5) | | | | | | | --- | --- | --- | --- | --- | --- | | Score | 4 | 3 | 2 | 1 | NS | | Evidence/Elaboration | The response provides thorough and convincing support/evidence for the controlling idea and supporting idea(s) that includes the effective use of sources, facts, and details. The response clearly and effectively elaborates ideas, using precise language:
􀁸 comprehensive evidence from sources is integrated; references are relevant and specific
􀁸 effective use of a variety ofelaborative techniques *
􀁸 vocabulary is clearly appropriate for the audience and purpose
􀁸 effective, appropriate style enhances content | The response provides adequate support/evidence for the controlling idea and supporting idea(s) that includes the use of sources, facts, and details. The response adequately elaborates ideas, employing a mix of precise and more general language:
􀁸 adequate evidence from sources is integrated; some references may be general
􀁸 adequate use of some elaborative techniques
􀁸 vocabulary is generally appropriate for the audience and purpose
􀁸 generally appropriate style is evident | The response provides uneven, cursory support/evidence for the controlling idea and supporting idea(s) that includes uneven or limited use of sources,

FAQs

What areas does the writing rubric evaluate?

It evaluates purpose/organization, evidence/elaboration, and conventions, each with clear performance descriptors across score levels.

How does the rubric describe top performance for purpose/organization?

The highest level requires a clear and effective organizational structure, sustained focus on purpose and audience, purposeful transitions, and an effective introduction and conclusion with logical progression.

What does NS mean in the rubric table?

NS appears as a rubric category alongside score levels; it is listed in the scoring table along with 4, 3, 2, and 1.

Oct 3, 2026

Uploaded by Callum