Cognitive Skills Document Suite PDF

IS USI
ALYS NG
Cognitive Skills Rubric

N SO
ALA UR
U CE
EXT S
T
Theme/central idea Selecting relevant
Point of view/ sources
The Summit Learning Cognitive Skills Rubric is purpose Contextualizing
sources
S
Development
an assessment and instruction tool that outlines
ION
Structure Synthesizing
the continuum of 36 interdisciplinary, higher-order multiple
TAT
Word choice
sources
thinking skills that are necessary for college and
SEN
career readiness. Style & langauge
INQU
(tone, academic language,
PRODUCTS & PRE

syntax) Asking questions
Through Summit Learning, students practice
IRY
Oral presentation Hypothesizing
and develop cognitive skills in every subject Multimedia in written production Designing processes &
Multimedia in oral presentation procedures
and in every grade level. For each cognitive Conventions
skill, students must score a six on a 0-8 point Precision
scale to demonstrate college and career
Identifying patterns &
readiness. Students progress along a relationships
Discussion/contribution
continuum demonstrating competency in a skill Comparing/contrasting
Preparation Making connections & inferences
as appropriate for their level of development Norms/active listening Argumentative
SPE
Critiquing others’ reasoning
SIS
and growth. We prioritize the development of claim
Justifying/constructing
Narrative
HE
AK
cognitive skills; a student’s score on the Cognitive Counterclaims

explanations
NT
IN
Interpreting data/info
Skills Rubric contributes more to a student’s Information/explanatory
G
SY
thesis Modeling
grade than does any other outcome measure.
&
Selection of evidence
&
LI
IS
EN Integration of evidence
YS
ST
IN Organization (transitions,
AL
G
AN
cohesion, structure)
Introduction & conclusion
COM
POSING/WRITING
Developed in collaboration with the Stanford Center for

Assessment, Learning & Equity. May, 2017.
Cognitive Skills Standards Alignment
The Summit Cognitive Skills Rubric—developed in partnership with the Stanford Center for Assessment, Learning & Equity
(SCALE)—is aligned to the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and
C3 Social Studies Framework.
Skill Domain Skill Dimension High-Level Description References to Standards
Determining theme(s)/central idea(s) with details that

Theme/Central Idea CCSS.ELA-LITERACY.CCRA.R.2
convey the central idea(s)
CCSS.ELA-LITERARY.CCRA.R.6
Analyzing the point of view or purpose of a character,
Point of View/Purpose narrator, and/or author/speaker and how that point of view C3 D2.His.4
influences the message or meaning of the text C3 D2.His.5
C3 D2.His.6
Textual
Explaining the connection between events, ideas or CCSS.ELA-LITERACY.RL.x.3
Analysis (Close Development
concepts in a text using specific details.
Reading) CCSS.ELA-LITERACY.RI.x.3
Analyzing an author’s structural writing choices how

they (3-5): contribute to the overall structure of the text;
Structure CCSS.ELA-LITERACY.CCRA.RI.5
(6-12): affect the clarity and effectiveness of arguments,
explanations, or narratives
Analyzing the effect of language, specifically word choice, CCSS.ELA-LITERACY.CCRA.RI.4

Word Choice on the meaning, tone, or mood of a text, and explaining
how word choice relates to context or medium. CCSS.ELA-LITERACY.CCRA.RL.4
Cognitive Skills Standards Alignment 1

C3 Framework for Social Studies (D2.
His.4-13
C3 D3.His.3.1-2
CCSS.ELA-LITERACY.RI.7
Selecting sources that support answering a particular CCSS.ELA-LITERACY.CCRA.W.1
Selecting Relevant
research question with relevant, credible information that CCSS.ELA-LITERACY.CCRA.W.7
Sources
distinguishes between fact and opinion CCSS.ELA-LITERACY.CCRA.W.8
CCSS.ELA-LITERACY.CCRA.W.9
NGSS Science Practice 8: Obtaining,
Evaluating, and Communicating
Information
Identifying how a source is situated within the world of its C3 Framework for Social Studies (D2.
Using Sources origin (time period, location, socio-political climate, cultural His.4-9)
Contexutalizing Sources conditions, etc.) and explaining how the perspectives NGSS Science Practice 8: Obtaining,
within the source shape and/or are shaped by those Evaluating, and Communicating
conditions Information
CCSS.ELA-LITERACY.RI.x.7
Synthesizing Multiple Integrating information across multiple sources to support C3 D2.His.16
Sources an argument or explanation
NGSS Science Practice 8: Obtaining,
Evaluating, and Communicating
Information
NGSS Science Practice 1: Asking

Developing focused, answerable inquiry and research Questions and Defining Problems;
Asking Questions
questions CCSS.ELA-LITERACY.CCRA.W.7; C3
D1: Constructing Compelling Questions
NGSS Science Practice 1: Asking

Predicting/Hypothesizing Developing hypotheses and predictions Questions and 3: Planning and Carrying
Inquiry Out Investigations
Following and/or developing step-by-step processes

Designing Processes & to use in the course of answering problems/prompts or NGSS Science Practice 3: Planning and
Procedures conducting inquiries/investigations Carrying Out Investigations

NGSS Science Practice 4: Analyzing
and Interpreting Data
NGSS Science Practice 5: Using
Mathematics and Computational
Thinking
Analyzing and organizing information (including numerical
Identifying Patterns & C3 D2.His.14
and visual) to identify patterns and/or relationships to
Relationships C3 D2.His.15
answer a question or solve a problem
CCSS.MATH.PRACTICE.MP7 Look for
and make use of structure.
CCSS.MATH.PRACTICE.MP8 Look
for and express regularity in repeated
reasoning.
C3 D2.His.9 and 10
CCSS.ELA-LITERACY.RL.x.7
CCSS.ELA-LITERACY.RL.x.9
Identifying and describing similarities and differences and
Comparing/Contrasting NGSS Science Practice 4: Analyzing
use them to support an argument or explanation
Analysis &
NGSS Science Practice 7: Engaging in
Synthesis Argument from Evidence
Representing concepts** with models, visual NGSS Science Practices 2: Developing

representations or symbols and Using Models
AND/OR
CCSS.MATH.PRACTICE.MP2: Reason
Modeling Using appropriate tools to understand and analyze abstractly and quantitatively
situations
**”Concepts,” in this dimension, refers to abstract CCSS.MATH.PRACTICE.MP4: Model
situations/information, processes, and systems with Mathematics.

CCSS.MATH.PRACTICE.MP3
Interpreting Data/ Interpret data and/or information from sources and draw Construct Viable Arguments and
Information justifiable conclusions from data Critique the Reasoning of Others
CCSS.ELA-LITERACY.CCRA.R.1

CCSS.ELA-LITERACY.CCRA.R.1
Making Connections and Connecting ideas and making inferences based on
Inferences evidence or reasoning
CCSS.ELA-LITERACY.W.x.9.B
CCSS Math Practice 3: Construct Viable
Arguments and Critique the Reasoning
Critiquing the Reasoning of Others
Analysis & Evaluating arguments, explanations, and solutions,
Synthesis of Others including identifying logical fallacies and missteps C3 D2.His.17
C3 D4.4
C3 D4.5
NGSS Science Practice 7: Engaging in
Argument from Evidence
NGSS Science Practice 6. Construction
Explanations and Designing Solutions
Justifying/Constructing an Using logic and reasoning to justify a response or explain CCSS Math Practice 3: Construct Viable
Explanation a phenomenon Arguments and Critique the Reasoning
of Others
C3 D2.His.16
C3 D3.4
C3 D4.1
Developing a strong opinion/argument through clear, well-
Argumentative Claim NGSS Science Practice 7: Engaging in
sequenced claims
Argument from Evidence
Composing/ CCSS.MATH.PRACTICE.MP3:
Writing Construct viable arguments and critique
the reasoning of others.
C3 D4.2
Informational/Explanatory Constructing explanations or conveying ideas and
Thesis information through clear, well-organized, relevant ideas CCSS.MATH.PRACTICE.MP3:
Construct viable arguments and critique

Developing an oral or written narrative that relates CCSS.ELA-LITERACY.CCRA.W.3
Narrative connected experiences, events, procedural steps, or the CCSS English Language Arts Appendix
like (whether they are real or imagined) A
Acknowledging and developing alternate or opposing CCSS.ELA-LITERACY.CCRA.W.1
Counterclaims
positions C3 D3.4
Selection of Evidence Using relevant and sufficient evidence to support claims CCSS.ELA-LITERACY.CCRA.W.2
C3 D3.3
CCCSS.ELA-LITERACY.W.x.1.B
CCSS.ELA-LITERACY.W.x.2.B
CCSS English Language Arts Appendix
A, Definitions of the Standards’ Three
Composing/ Analyzing how the selected evidence support the writer’s Text Types
Explanation of Evidence
Writing statements (e.g., claims, controlling ideas) CCSS.MATH.PRACTICE.MP3:
Construct viable arguments and critique
NGSS Science Practice 6: Constructing
Explanations and Designing Solutions
Representing evidence accurately (via notes, summary,
Integration of Evidence CCSS.ELA-LITERACY.CCRA.W.8
and/or paraphrase) and including evidence in text
Organization (Transitions, Using text structure and transitions to communicate with

Cohesion, Structure) clarity and coherence.
Framing a composition with a relevant introduction and

Introduction and CCSS.ELA-LITERACY.CCRA.W.1 and
conclusion
Conclusion 2
Communicating ideas and contributing to discussion CCSS.ELA-LITERACY.CCRA.SL.1;

Discussion/Contribution
through questioning, connecting, and probing CCSS.ELA-LITERACY.SL.x.1.C
Entering a discussion or presentation with appropriate CCSS.ELA-LITERACY.CCRA.SL.1;

Speaking & Preparation
evidence and relevant details CCSS.ELA-LITERACY.SL.x.1.A
Listening
CCSS.ELA-LITERACY.CCRA.SL.1;
Using roles and norms to support collegial discussions CCSS.ELA-LITERACY.SL.x.1.B CCSS.
Norms/Active Listening
and completion of group work ELA-LITERACY.SL.x.1.D

Style and Language (Tone,
Using appropriate style in a written product, including CCSS.ELA-LITERACY.CCRA.L.3,
Academic Language,
academic language, tone, and syntax CCSS.ELA-LITERACY.CCRA.L.6
Syntax)
Using appropriate public speaking strategies, including CCSS.ELA-LITERACY.CCRA.SL.4

Oral Presentation interaction with presentation mediums, to engage the
audience and communicate points CCSS.ELA-LITERACY.CCRA.SL.6
Multimedia in Written Integrating technology to create high-quality written

Production products
Products &
Presentations
Multimedia in Oral Integrating multiple mediums, including technology, to
CCSS.ELA-LITERACY.CCRA.SL.5
Presentation create high-quality spoken presentations
Using discipline-appropriate conventions to support clear CCSS.ELA-LITERACY.CCRA.L.1,

Conventions
expression of ideas and information CCSS.ELA-LITERACY.CCRA.L.2
Expressing ideas and information with exactness, CCSS Math Practice 6: Attend to
Precision
specificity, correct use of terminology, and refinement Precision

Summit Learning Cognitive Skills Rubric
Domain: Textual Analysis (Close Reading)

Dimension: Theme/Central Idea
High-Level Description: Determining theme(s)/central idea(s) with details that convey the central idea(s)
0 1 2 3 4 5 6 7 8
No evidence Identifies a Identifies a Identifies a Identifies a Identifies a major Identifies Identifies Identifies
of identifying theme/main theme/main theme/main theme/central theme/central multiple multiple multiple
a theme/main idea in a text idea in a text idea in a text idea in a text idea in a text themes/central themes/central themes/central
idea in a text. and provides a and uses using key and provides and provides ideas in a text ideas in a text ideas in a text
OR few key details. key details to details and a limited an accurate and provides and provides and provides a
explain the Elaborates on explanation of explanation of an accurate a thorough, sophisticated
Identifies a topic
theme/main how key details how that theme/ how that theme/ analysis of their accurate analysis
and details
idea. support the central idea central idea development analysis of their of their
loosely related
main idea is developed is developed and interaction development development
to a theme/main
through specific through specific with each and interaction and interaction
idea. OR
details. details. other and with with each with each
Uses key supporting other and with other and with
Provides some
details to ideas or other supporting supporting
explanation of
describe how elements in ideas or other ideas or other
how the theme/
characters/ the text (e.g., elements in elements
central idea
speakers view setting, plot, the text (e.g., in the text,
interacts with
events/topics. character). setting, plot, including an
supporting
ideas or other character). evaluation of
elements in the Where which theme/
text (e.g., setting, applicable, central idea
plot, character). interprets is the most
theme/central significant and
idea through a why.
critical lens or Where
framework. applicable,
persuasively
interprets
theme/central
idea through a
critical lens or
framework.
Cognitive Skills Rubric 1

Dimension: Point of View/Purpose
High-Level Description: Analyzing the point of view or purpose of a character, narrator, and/or author/speaker
and how that point of view influences the message or meaning of the text
0 1 2 3 4 5 6 7 8
No evidence Identifies the Describes Describes how Describes Accurately Analyzes Analyzes All of Level 7
of identifying author/narrator/ author/narrator/ an author/ author’s/ describes author’s/ author’s/ PLUS: Iden-
the point of speaker’s point speaker’s narrator/ speaker’s author’s/ speaker’s speaker’s tifies cases
view of an of view, and points of view. speaker’s point of view speaker’s point of view, point of view, where the
author/narrator/ distinguishes it Compares point of view or purpose point of view or including its including its rhetoric or the
speaker. from own point and contrasts influences how and clearly purpose and development, development, development
of view. firsthand and events are explains how analyzes how limitations, limitations, of point of view
secondhand described. that point of that point of biases, and biases, and is particularly
accounts of the Compares and view or purpose view or purpose differences from differences effective and
same event or contrasts the is conveyed is conveyed and responses from and analyzes how
topic points of view and developed and developed to other responses to the point of
represented through the through the points of view. other points of view and/or
OR
in multiple use of relevant use of relevant Explains how view. Analyzes rhetoric con-
Compares and details in the details in the author/speaker author’s/ tributes to the
accounts of the
contrasts the text. text. Explains uses rhetoric or speaker’s use power, persua-
same event or
perspectives how author’s differences in of rhetoric or siveness, or
topic. Explains how
in first and point of view point of view to differences beauty of the
author’s point
third person differs from create specific in point of text.
of view differs
narratives. others, including effects. view to create
from others
and, where the limitations specific effects.
applicable, or biases of Analyzes the
how the author the author’s/ effect of cultural
acknowledges speaker’s point experience
and responds of view. on author’s/
to conflicting Where speaker’s point
evidence or applicable, of view.
viewpoints. explains how
the author
acknowledges
and responds
to conflicting
evidence or
viewpoints.

Dimension: Development
High-Level Description: Explaining the connection between events, ideas or concepts in a text using specific details.
0 1 2 3 4 5 6 7 8
No evidence Describes Uses specific Uses specific Explains Analyzes clearly Analyzes clearly Analyzes clearly Analyzes
of describing characters in details in a text details in a text how events, and accurately and accurately and accurately clearly and
how individual a story and to... to explain the individuals, the development how a series how a complex accurately the
actions, events, explains how Describe relationship and/or ideas/ of a complex of events or series of development
ideas/concepts, their actions in depth a or interactions concepts event, individual ideas/concepts events or (e.g.,
or steps in a contribute to character, between two or interact within (e.g., someone unfolds in a ideas/concepts introduction,
procedure are the sequence setting, or event more... a text and with conflicting text, including unfolds in a unfolding,
connected to of events. OR in a story. Characters, contribute to the motivations) when and text, including connections,
a sequence of Describes the settings, or development and/or idea/ how they are when and interactions)
OR
events. relationship events in a of the storyline concept within introduced and how they are of a complex
between Explain events, or theme/ a text. Analysis developed, the introduced and event,
story.
a series of ideas/concepts, central idea. includes how the connections developed, the individual,
or steps in a OR
events, ideas/ Analyzes how complex event, between/ connections and/or idea/
concepts, procedure in Events, ideas/ the text makes individual, and/ among them, between/ concept or
or steps in a informational concepts, or connections or idea/concept and how they among them, a series of
procedure using text, including steps in a and distinctions is introduced, contribute to the and how they complex
language that what happened procedure in between explained, and development of contribute to the events and/or
pertains to time and why. informational or among developed, and the storyline or development of ideas/concepts
sequence or text. key events, how it connects, theme/central the storyline or within a text.
cause/effect. individuals, is distinguished idea of the text. theme/central Analysis
and/or ideas/ from, and idea of the text. includes an
concepts. interacts with evaluation
other elements of the
in the text. effectiveness
of the
development.

Dimension: Structure
High-Level Description: Analyzing an author’s structural writing choices how they (3-5): contribute to the overall structure of the text;
(6-12): affect the clarity and effectiveness of arguments, explanations, or narratives
0 1 2 3 4 5 6 7 8
No evidence Identifies the Describes the Describes the Accurately and Accurately and Accurately and Efficiently Efficiently
of structural key organizing key organizing key organizing thoroughly thoroughly thoroughly describes the describes the
analysis. features of a features in a features and describes the describes the describes the key organizing key organizing
text. text and the sections in a key organizing key organizing key organizing features and features and
Describes how overall structure text. Explains features of a features and features and sections sections
parts of text of the text. how those text. Analyzes sections in a sections in a text. in a text.
relate to or organizing how a particular text. Evaluates in a text. Evaluates the Evaluates the
build on earlier features sentence, the effectiveness Evaluates the effectiveness effectiveness
sections of the contribute to the paragraph, of a particular effectiveness of the overall of the overall
text. overall structure or section sentence, of particular structure of structure of
of the text. contributes paragraph, sections in the text in the text in
to the or section in developing the developing developing
development of developing the central idea/ the argument, the argument,
the central idea/ central idea/ theme of a explanation, or explanation,
theme of a text. theme. text, as well narrative. or narrative,
as other key including
ideas/claims or whether the
elements (e.g., structure helps
tone, meaning) makes points
of a text. clear and/or
convincing,
and the text
engaging.
When
applicable,
proposes
structural
changes
that could
improve the
development
of the
argument,
explanation, or
narrative.

Dimension: Word Choice

High-Level Description: Analyzing the effect of language, specifically word choice, on the meaning, tone, or mood of a text,
and explaining how word choice relates to context or medium.or narratives
0 1 2 3 4 5 6 7 8
No evidence Identifies Identifies and Identifies and Identifies words Identifies words Identifies words Identifies words Identifies words
of analysis of and defines explains the accurately and phrases and phrases and phrases and phrases and phrases
author’s word academic, meaning of explains the that impact the that impact that impact that impact that impact
choice. domain-specific academic, meaning of meaning and/ the meaning the meaning the meaning the meaning
words and domain-specific academic, or tone of the and tone of the and tone of the and tone of the and tone of the
phrases in the words and domain-specific text; clearly text; clearly text; clearly text; clearly text; clearly
text relevant to phrases and/or words and and accurately and accurately and accurately and accurately and accurately
understanding literary allusions phrases and/or explains the explains the explains the explains the explains the
the topic or that impact the literary allusions meaning of meaning of meaning of meaning of meaning of
meaning of the meaning or that impact the those words those words and those words those words and those words
phrases as they and phrases
text. (e.g., literal tone of the text. meaning or and phrases phrases as they and phrases
are used in the as they are
or nonliteral tone of the text as they are are used in the as they are
text (including used in the
language). (e.g., figurative used in the text (including used in the
figurative, text (figurative,
language such text (including figurative, text (including connotative, connotative,
as metaphors figurative, connotative, figurative, and technical and technical
and similes). connotative, and technical connotative, meanings). meanings).
and technical meanings). and technical Explains the Analyzes the
meanings); Clearly explains meanings). impact of a impact of a
explains the the impact of Explains the pattern of pattern of word
impact of those those specific cumulative word choices choices on
word choices word choices impact of those on meaning meaning and
on meaning on the meaning specific word and/or tone, tone and the
and/or tone in and/or tone choices on the including how relationship
the text. of the text. meaning and/ patterns of word between word
Generally or tone of the choice relate choice and
explains how entire text. to context or context or
specific word Clearly explains medium. Where medium. Where
choices relate how specific applicable, applicable,
to context or word choices generally clearly
medium. relate to context explains how analyzes how
or medium. an author uses an author uses
or refines the or refines the
meaning of meaning of
a key term/ a key term/
concept over the concept over
course of a text. the course of a
text.
Domain: Using Sources
Dimension: Selecting Relevant Sources
High-Level Description: Selecting sources that support answering a particular research question with relevant, credible information that
distinguishes between fact and opinion
0 1 2 3 4 5 6 7 8
Selects Selects Selects Selects multiple Selects sources Selects sources Selects sources Selects sources Selects sourc-
information information information sources that that provide that provide that provide that provide es that provide
from provided from provided relevant to provide key sufficient, detailed, credible detailed, nuanced, nuanced,
sources with sources, the research evidence credible information comprehensive, comprehensive, comprehen-
little to no including question from relevant to information relevant to credible credible sive, credible
relevance to illustrations provided the research relevant to the research information information information
a research (e.g., maps, sources of question. the research question. Where relevant to relevant to relevant to
question or photographs) varied format Where question. applicable, the research the research the research
understanding and the words (e.g., charts, applicable, Where sources vary in question. question. question at a
of the text(s). in a text that are graphs, sources vary in applicable, perspective and/ Where Where level of detail
relevant to an diagrams, format. sources vary or format. applicable, applicable, and complexity
understanding time lines, in perspective sources vary sources vary appropriate to
of the text (e.g., animations, and/or format. in perspective in perspective the audience
where, when, or interactive and/or format. and/or format. and purpose of
why, and how elements on Any gaps or the research.
key events Web pages). limitations in Where appli-
occur), but may sources are cable, sources
not be relevant noted. vary in per-
to a research spective and/
question. or format. Any
gaps or limita-
tions in sourc-
es are noted
and the impact
of those gaps
and limitations
is discussed.

Dimension: Contextualizing Sources
High-Level Description: Identifying how a source is situated within the world of its origin (time period, location, socio-political climate, cultural conditions, etc.)
and explaining how the perspectives within the source shape and/or are shaped by those conditions
0 1 2 3 4 5 6 7 8
No evidence of Identifies a Provides Provides Provides Provides Provides Provides Provides

contextualizing source’s time information information accurate accurate accurate, accurate, thorough,
sources. and place of about a about a information information relevant relevant relevant
origin. source’s time or source’s time about a about the information information information
place of origin. and place of source’s time historical, about the about the about the
Includes basic origin. Includes and place scientific, historical, historical, historical,
information information of origin. political, scientific, scientific, scientific,
about the about the Includes some economic, social, political, political, political,
maker. maker, the information and/or cultural economic, economic, economic,
maker’s about the conditions of social, and/ social, and/ social, and/
perspective, historical, the source’s or cultural or cultural or cultural
and intended scientific, origin. Makes conditions of conditions of conditions of
audience or political, connections the source’s the source’s the source’s
purpose. economic, between these origin, including origin, including origin,
social, and/ conditions and (where (where including
or cultural the contents of relevant) events relevant) events (where
conditions of the source. and conditions and conditions relevant)
the source’s leading up to leading up to events and
origin. or immediately or immediately conditions
following following leading up to
the source’s the source’s or immediately
creation. creation. Clearly following
Generally explains how the source’s
explains how these conditions creation.
these conditions shape the Uses analysis
shape the meaning or of these
meaning or significance of conditions to
significance of the source. strengthen
the source. and refine an
argument or
explanation.

Dimension: Synthesizing Multiple Sources
High-Level Description: Integrating information across multiple sources to support an argument or explanation
0 1 2 3 4 5 6 7 8
No evidence Makes note of Integrates Integrates Connections Connections Information Information Significant
of synthesizing key points or information from information from among sources among sources from multiple from multiple and nuanced
information details from two two sources on several sources are made by are made by sources is sources is connections
from multiple sources on the the same topic on the same comparing grouping similar compared compared, are made
sources. same topic. by comparing topic by sorting information information/ and grouped grouped, and among the
One source information. and comparing from multiple positions from to deepen synthesized sources and
dominates the information. sources and/or multiple sources or extend an with the synthesized
work. comparing the or identifying argument or student’s own with the
type of sources significant explanation. claims or student’s own
(e.g., format, differences ideas to form claims or
genre, time between sources a cohesive, ideas to form
period, etc.). (in content and/ supported a cohesive,
or type). argument or supported,
explanation. compelling
argument or
explanation.

Domain: Inquiry
Dimension: Asking Questions
High-Level Description: Developing focused, answerable inquiry and research questions
0 1 2 3 4 5 6 7 8
Questions do Questions are Questions Questions are Questions are Questions are Questions are Questions are Questions are
not support relevant to a are relevant relevant to a relevant to a valid, testable valid, focused, valid, precise, valid, precise,
understanding specific topic. to a specific specific topic, specific topic, or researchable, testable or testable or testable or
of a given topic. topic and are are testable or are testable or and based on researchable, researchable, researchable,
based on the researchable, researchable, patterns or based on and based based on
described and build on and build observations. patterns/ on patterns/ patterns/
problem or prior knowledge on existing observations, observations, observations,
situation. about the topic. disciplinary current specific specific
knowledge research, and/ evidence evidence
about the topic. or a specific from current from current
model or theory. research, and/ research and/
or a specific or a specific
model or theory. model or
theory, and
push standard
thinking on a
given topic or
in a particular
discipline.

Domain: Inquiry
Dimension: Predicting/Hypothesizing
High-Level Description: Developing hypotheses and predictions
0 1 2 3 4 5 6 7 8
No evidence of Makes a Makes a Makes a Makes a Constructs Constructs a Constructs Constructs

hypothesis or prediction that prediction reasonable reasonable a testable clear, testable a precise, a precise,
prediction. is partially related to prediction prediction hypothesis about hypothesis testable testable, and
relevant to the the inquiry related to the related to the the investigated about the hypothesis insightful
inquiry question question. inquiry question inquiry question question, with a investigated about the hypothesis
with little or no Supports that involves that involves basic description question, with investigated about the
reasoning. reasoning changing a changing of the variables an accurate question, with investigated
for prediction variable. Begins a variable. (“if... then…”). description of an accurate question,
with prior to explain Hypothesis Hypothesis the variables explanation of with accurate
observations or reasoning for relates to prior relates to (“if... then...”). the relationship and thorough
experiences. prediction by research about observation, Hypothesis between explanation of
relating it to the topic. research, is based on variables the relationship
prior knowledge or scientific observation, (“if... then... between
such as cause principle. research, because...)”. variables
and effect scientific Hypothesis (“if... then...
relationships. principle, is based on because”).
model, or observation, Hypothesis
theory. research, is based on
scientific observation,
principle, research,
model, or scientific
theory. principle,
model, or
theory.

Domain: Inquiry
Dimension: Designing Processes & Procedures
High-Level Description: Following and/or developing step-by-step processes to use in the
course of answering problems/prompts or conducting inquiries/investigations
0 1 2 3 4 5 6 7 8
No evidence Identifies Identifies the Creates a step- Creates an Creates an Creates a clear Creates a clear, Creates a
of an action a general first few steps by-step plan orderly action orderly action and orderly detailed action clear, detailed,
plan to address approach to in a specific to investigate plan and plan that action plan plan that is fully fully replicable
the problem/ investigate approach to a question addresses addresses all that is mostly replicable and action plan
prompt. a question investigate or solve a most aspects aspects of a replicable and addresses all to address
or solve a a question problem. of the problem/ problem/prompt addresses all aspects of a a problem/
problem. or solve a Identifies prompt. with some aspects of a problem/prompt prompt as
OR problem. appropriate Includes a inefficiencies. problem/prompt in an efficient efficiently
Identifies methods, description of in an efficient way. Includes as possible.
Follows a specific tools or tools, and/or appropriate way. Includes a rationale for Includes a
recommended methods. approaches. methods, a rationale for several steps rationale for
set of tools, and/or some steps or or aspects of the complete
procedures for approaches. aspects of the the plan. Where plan. Where
investigating plan. applicable, applicable,
a question includes some acknowledges
or solving a alternate or potential
problem. contingency weaknesses
plans. or limitations
of the plan
and includes
thorough
alternate or
contingency
plans.

Domain: Analysis & Synthesis
Dimension: Identifying Patterns & Relationships
High-Level Description: Analyzing and organizing information (including numerical and visual) to identify patterns
and/or relationships to answer a question or solve a problem
0 1 2 3 4 5 6 7 8
No evidence Makes note Organizes Organizes Organizes Organizes Organizes Organizes Organizes
of organizing of simple information into information information information into information information information
information connections or mostly useful into useful into useful useful structures. into useful into useful into useful
or identifying patterns from structures structures structures. Accurately structures. structures. structures.
patterns. information (tables, concept (tables, concept Accurately identifies Accurately Identifies Identifies
displayed in maps, or other maps, or other identifies patterns identifies and explains and explains
structures. graphical graphical patterns and and some significant/ significant/ significant/
displays), displays), and a general relationships relevant relevant relevant
and identifies accurately relationship among patterns. patterns and patterns and the patterns and
patterns identifies among patterns. relationships relationships relationships
with some patterns. among patterns. among patterns. among
inaccuracies. Makes note patterns.
of examples Identifies
and data that and explains
do not fit the examples
pattern(s) or and data that
relationship(s). do not fit the
pattern(s) or
relationship(s).

Dimension: Comparing/Contrasting
High-Level Description: Identifying and describing similarities and differences and use them to support an argument or explanation
0 1 2 3 4 5 6 7 8
No evidence Identifies a Identifies Identifies Describes Identifies Analyzes or Analyzes or Analyzes or

of comparing/ similarity or similarities and significant significant significant evaluates evaluates evaluates
contrasting. difference differences similarities and similarities and similarities and significant significant significant
relevant to a relevant to a differences differences differences similarities and similarities and similarities and
claim/main specific claim/ relevant to a relevant to a relevant to a differences differences differences
idea. main idea. specific claim/ specific claim/ specific claim/ relevant to relevant to a relevant to
main idea. main idea/ main idea/thesis. a specific specific claim/ a specific
thesis. Explains in a claim/main main idea/ claim/main
limited way why idea/thesis. thesis, including idea/thesis,
the similarities/ Thoroughly an explanation including an
differences are explains why of how the explanation
meaningful the similarities/ similarities/ of how the
within the frame differences are differences similarities/
of reference (i.e., meaningful support a differences
the claim/main within the frame specific claim/ refine or
idea/thesis). of reference. main idea/ sharpen a
Organizes thesis. specific claim/
points of Organizes main idea/
comparison in a points of thesis.
logical way. comparison Organizes
in a way that points of
supports comparison
understanding in a way that
and analysis. best highlights
and frames
similarities and
differences for
analysis and
understanding.

Dimension: Modeling
High-Level Description: Representing concepts** with models, visual representations or symbols. AND/OR: Using appropriate tools
to understand and analyze situations. **”Concepts,” in this dimension, refers to abstract situations/information, processes, and systems
0 1 2 3 4 5 6 7 8
No evidence of Begins to Identifies Identifies Identifies Identifies Identifies Identifies Develops
using models, identify general specific specific significant significant significant significant and/or uses
visuals, or components of components components components components of components components multiple types
symbols to a concept and of a concept of a concept of a concept a concept and of a concept of a complex of models to
represent develops an and develops and develops and develops develops an and develops concept and accurately
concepts. oversimplified a simple a simple but an accurate accurate visual accurate develops represent and
and/or and partially accurate physical, and/or model to visual(s) and/ accurate manipulate
incomplete accurate physical, visual visual, and/or represent key or model(s) to visual(s) and/ complex
physical, visual physical, visual and/or abstract abstract model features. represent key or model(s) to concepts.
and/or abstract and/or abstract model to to represent key Visual or model features. represent key Visuals or
model. model to represent key features. begins to make Visual(s) or features. models
represent key features. visible the model(s) Visual(s) or highlight the
features. relationship of highlight the model(s) relationships
the components relationship of highlight the of the
to the whole. the components relationships of components
to the whole the components to the whole
and makes to the whole and the
visible the and the relationships
relationships relationships among the
among among components.
components. components. Evaluates the
Model allows merits and
for manipulation limitations of
and/or testing each model
of a proposed and moves
idea, process, flexibly
or system. between
model types as
appropriate to
the purpose.

Dimension: Interpreting Data/Information
High-Level Description: Interpret data and/or information from sources and draw justifiable conclusions from data
0 1 2 3 4 5 6 7 8
No evidence Description or Provides a Provides a Provides Provides Provides Provides a Provides a
of interpreting summary of reasonable reasonable an accurate an accurate an accurate thorough, thorough,
data/ data/information interpretation interpretation interpretation interpretation of interpretation accurate accurate
information. is incomplete or of data/ of data/ of data/ data/information. of data/ interpretation interpretation
unsupported. information. information. information. Applies some information. of data/ of data/
Uses a relevant Uses a relevant Uses a relevant analytic Applies information. information.
analytic strategy analytic strategy analytic strategy strategies appropriate Applies multiple Applies
(e.g., sorting, (e.g., sorting, (e.g., sorting, (e.g., sorting, analytic analytic multiple
compare/ compare/ compare/ compare/ strategies or strategies or analytic
contrast) to contrast) or contrast) or contrast) or concepts to concepts to strategies/
characterize the concept (e.g., concept (e.g., concepts (e.g., characterize characterize concepts and
data/information mean, mode) mean, mode) mean, mode) to the data/ the data/ determines
in a general to characterize to characterize characterize the information. information. which strategy/
way. the data/ the data/ data/information. Considers the Considers the concept is best
information. information. context from context from for the purpose
which the data/ which the data/ of the analysis.
information information Considers the
arose. arose. context from
Recognizes which the data/
gaps or outliers information
in the data/ arose.
information. Explains gaps
or outliers
in the data/
information.

Dimension: Making Connections & Inferences
High-Level Description: Connecting ideas and making inferences based on evidence or reasoning
0 1 2 3 4 5 6 7 8
Reasoning is Demonstrates Makes an Makes relevant Makes relevant Makes clear Makes clear, Makes clear, Makes clear,
not evident. a basic inference based inferences inferences and relevant relevant, highly relevant highly relevant,
Focuses understanding on evidence. based on based on inferences based thoughtful and thoughtful insightful
on explicit of a text based Refers to evidence. evidence on evidence and inferences inferences and inferences and
details, with on explicit a specific Makes clear and identifies partially explains and explains thoroughly thoroughly
no reference details in the example connections the larger the larger their larger explains explains
to implicit text. relevant the between two or significance of significance of significance. their larger their larger
or inferred Refers to inference. more specific the inference. the inference. Where significance. significance
meanings. a specific examples Connections Connections applicable, Where with
example relevant to the between to the larger identifies applicable, sophisticated
relevant to that inferences. a specific idea are made limitations of identifies insight or
understanding. example and through multiple inferences limitations of originality of
the larger idea examples but based on gaps inferences interpretation.
are clear and may have in evidence. based on gaps Where
appropriate. some gaps in Connections in evidence. applicable,
explanation or to the larger Uses inferences identifies
may not be fully idea are as the basis limitations of
developed. clearly made for predictions inferences
through multiple or broader based on gaps
examples. generalizations. in evidence.
Connections Uses
to the larger inferences as
idea are the basis for
clearly made predictions or
through multiple broader gener-
examples, alizations.
including Connections to
attempts at the larger idea
non- or counter- are clearly
examples. made through
multiple
examples,
including non-
or counter-
examples.

Dimension: Critiquing the Reasoning of Others
High-Level Description: Evaluating arguments, explanations, and solutions, including identifying logical fallacies and missteps
0 1 2 3 4 5 6 7 8
Accepts Restates the Summarizes Accurately Traces and Delineates Clearly Clearly All of Level 7
or rejects argument/ the argument/ summarizes evaluates the and evaluates delineates delineates PLUS Identfies
argument/ explanation. explanation or the argument/ argument/ the argument/ and evaluates and evaluates and evaluates
explanation with Provides an specific claim, explanation or explanation and explanation and the argument/ the argument/ the appro-
no evaluation opinion about and determines specific claims, specific claims, specific claims, explanation and explanation and priateness of
of reasons or the argument/ whether the and determines assessing assessing specific claims, specific claims, the premise(s)
evidence. explanation, reasons/ whether the whether the whether the thoroughly thoroughly or principle(s)
referring to evidence are reasoning is reasoning is reasoning is assessing in assessing in on which the
at least one relevant. logical and logical and/or valid and/or detail whether detail whether argument is
reason or piece evidence is the evidence is the evidence the reasoning the reasoning constructed,
of evidence. relevant. relevant. is relevant and is valid and/or is valid and and, where
sufficient. Where the evidence the evidence applicable,
applicable, is relevant is relevant suggests
identifies some and sufficient. and sufficient. alternate
false statements Where Identifies false premise(s) or
and fallacious applicable, statements principle(s).
reasoning identifies false and fallacious
(logical fallacies). statements reasoning and
and fallacious thoroughly
reasoning explains
(logical alternate claims
fallacies) and or evidence
considers to improve
alternate claims the logic of
or evidence that the argument/
would improve explanation.
the logic of
the argument/
explanation.

Dimension: Justifying/Constructing an Explanation
High-Level Description: Using logic and reasoning to justify a response or explain a phenomenon
0 1 2 3 4 5 6 7 8
No evidence Provides a brief Provides Provides a Provides a Provides a Applies a Applies one or Uses a variety
of justifying or description some detail logical chain logical chain of logical chain specific premise more specific of logical
explaining. of steps, in explaining of reasoning reasoning to of reasoning (such as a premises (such strategies
procedures, or steps, to justify steps explain or justify to explain or disciplinary as disciplinary and relevant,
a phenomenon. procedures, or or procedures, specific steps, justify steps, principle, axiom, principles, sufficient detail
Explanation a phenomenon. or to explain a procedures, or procedures, or or theory) to axioms, or and examples
or justification Uses concrete phenomenon. phenomena. phenomena in explain or justify theories) to to develop a
is missing or details/ Uses concrete Develops support of an a solution, insightfully sophisticated,
very limited. examples details/ explanation/ overall solution strategy, explain or justify persuasive
Explanation to explain examples and/ justification with strategy/ response, or a solution, explanation
of reasoning reasoning. or disciplinary some detail/ procedure phenomenon. strategy, or justification
is limited or ideas to justify examples. or a holistic Fully develops response, or that fully takes
incomplete. reasoning. explanation explanation/ phenomenon. into account
of the justification Fully develops limitations,
phenomenon. through explanation/ tradeoffs, and/
Develops relevant detail justification or alternate
explanation/ and examples. through detail explanations/
justification with Acknowledges and examples. approaches.
relevant detail/ limitations, Responds to
examples. tradeoffs, and/ limitations,
or alternate tradeoffs, and/
explanations/ or alternate
approaches. explanations/
approaches.

Domain: Composing/Writing
Dimension: Argumentative Claim
High-Level Description: Developing a strong opinion/ argument through clear, well-sequenced claims
0 1 2 3 4 5 6 7 8
Opinion/claim Introduces an Introduces a Introduces a Claims and Claims and Claims and Claims and Claims and
is missing or opinion/claim clear opinion/ clear opinion/ subclaims subclaims subclaims are subclaims are subclaims are
unclear. and provides claim and claim and are clearly are clearly clear, focused, clear, precise, clear, precise,
reasons provides provides introduced introduced and and consistent and consistent and nuanced
that support reasons logically throughout organized in a throughout the throughout the throughout the
student’s point that support ordered writing and way that makes writing; the writing with writing; the
of view. student’s point reasons organized relationships sequencing some nuance; sequencing
of view. that support so that among claims of the claims the sequencing of the claims
student’s point relationships and subclaims and subclaims of the claims and subclaims
of view. between claims clear and builds the and subclaims creates a
and subclaims supports reader’s creates a complex and
are evident. the reader’s understanding coherent coherent
understanding. throughout the structure structure
Some attention writing. The that builds that builds
is given to the significance the reader’s the reader’s
significance of of the claims understanding understanding
claims. is clearly throughout the throughout the
established. writing. writing.
The significance The
of the claims significance
is clearly of the claims
established and is clear and
developed. persuasive.

Dimension: Informational/Explanatory Thesis
High-Level Description: Constructing explanations or conveying ideas and information through clear, well-organized, relevant ideas
0 1 2 3 4 5 6 7 8
Topic or main Topic is evident Main idea Main idea is Main idea/ Main idea/thesis Main idea/ Main idea/thesis Main idea/
idea is unclear. with an unclear is clear, on- clear, on-topic, thesis is clear is clear, focused, thesis is clear is complex, thesis is
main idea. topic, and and focused; and focused; and consistent and complex; focused, and complex,
focused. Some supporting supporting throughout relevant, consistent; precise, and
supporting ideas are ideas are the writing; sufficient highly relevant consistent;
ideas are relevant to main relevant and supporting ideas supporting supporting significant,
provided. idea. organized are relevant, ideas are ideas are tightly highly relevant
so that organized in a explicitly connected to supporting
relationships way that makes connected the main idea ideas build
between main relationships to main idea and with each on the main
idea and among ideas and organized other to create idea and on
supporting clear and logically to a complex one another
ideas are that supports create a and coherent in an elegant
evident. the reader’s coherent structure progression
understanding. structure that builds to create a
that builds the reader’s complex and
the reader’s understanding coherent
understanding throughout the structure
throughout the writing. that builds
writing. the reader’s
understanding
throughout the
writing.

Dimension: Narrative
High-Level Description: Developing an oral or written narrative that relates connected experiences, events,
procedural steps, or the like (whether they are real or imagined)
0 1 2 3 4 5 6 7 8
Describes Establishes a Establishes a Establishes a Orientation Orientation All of Level 5, All of Level 6, All of Level
loosely related situation and situation and situation and (including (including PLUS: Uses PLUS: Uses 7, PLUS:
events. organizes a organizes a organizes a point of view), point of view), a variety of narrative Manipulates
Does not sequence of sequence sequence of storyline, and/ storyline, and/ techniques techniques to pace and
events using of events events using or organization or organization to sequence provide deep other narrative
introduce
temporal words using some a variety of of experiences, of experiences, experiences/ insight into elements to
narrator or
and phrases. transitional transitional events, and/or events, and/or events/steps so the content highlight the
characters.
words and words, phrases, steps are clearly steps are clearly that they build (personalities significance
Does not Introduces a
phrases. and clauses. established; established; on one another and of experience/
provide a sense narrator and/ Introduces a Introduces a organizational organizational to create a motivations, events/steps or
of closure. or characters
narrator and/ narrator and/ sequence sequence is coherent whole, significance create specific
and provides
Does not or characters or characters is logical, logical, coherent, a particular of events, effects.
a sense of coherent, and/
include details closure. Uses and provides and provides and/or unfolds tone and/or etc.) Develops
or does not a logical a logical or unfolds naturally and mood, and/ multiple plots,
limited details naturally; where
use narrative and a narrow conclusion. conclusion. smoothly; where or a specific storylines, or
technique appropriate,
set of narrative Uses concrete Uses concrete
multiple
appropriate, outcome. sequences of
to develop techniques such words and words and multiple narrative events/steps.
characters and as description phrases, phrases, narrative techniques are
plot. sensory sensory techniques used effectively
of actions, are used (e.g.,
thoughts, details, and details, and (e.g., description,
description,
and feelings some narrative the full range dialogue, pacing,
dialogue,
or dialogue techniques, of narrative or reflection);
pacing, or
to develop such as technique, such description
reflection);
characters and description as description
description
includes precise
plot, but they of actions, of actions, vocabulary
includes
are unevenly thoughts, thoughts, and, where
some precise
developed. and feelings and feelings, appropriate,
vocabulary and
and dialogue, dialogue, vivid details
some details
to develop and pacing, and/or sensory and sensory
characters and to develop language; language;
plot. characters and conclusion conclusion
plot. generally clearly follows
follows from from the narrated
the narrated experiences/
experiences/ events/steps.
events/steps.

Dimension: Counterclaims
High-Level Description: Acknowledging and developing alternate or opposing positions
0 1 2 3 4 5 6 7 8
Counterclaims Acknowledges Makes note Describes Describes Develops Develops Develops Develops
are not that there is of a specific a specific specific counterclaims counterclaims counterclaims counterclaims
acknowledged. disagreement counterclaim. counterclaim. counterclaims with some fairly with fairly and fairly and
without and clearly evidence or sufficient thoroughly thoroughly with
identifying distinguishes detail and evidence or with sufficient highly relevant
a specific them from points out their detail, pointing evidence or evidence or
counterclaim. claims. limitations. out their detail, pointing detail; refutes
strengths and out their counterclaims
limitations in strengths and thoroughly and
a way that limitations in strategically,
anticipates a way that conceding
the audience’s anticipates points where
knowledge level the audience’s appropriate to
and concerns. knowledge strengthen the
level, concerns, writer’s own
values, and argument.
possible biases.

Dimension: Selection of Evidence
High-Level Description: Using relevant and sufficient evidence to support claims
0 1 2 3 4 5 6 7 8
No evidence Selects Selects Selects relevant Selects relevant Selects a variety Selects a Selects a Selects
or evidence evidence evidence evidence evidence that of relevant variety of variety of the most
is completely with minimal relevant to main that supports supports both evidence that detailed, detailed, significant
unrelated to relevance to claim(s). main claim(s). main claim(s) is sufficient relevant significant evidence
statements. main claim(s). Evidence for and subclaims. to support evidence that evidence that that is highly
subclaims main claim(s); is sufficient to is sufficient to appropriate to
is limited or evidence still support both support and the audience’s
weakly related. only generally main claim(s) develop both knowledge of
supports and subclaims. main claim(s) the topic or
subclaims. and subclaims. other concerns
to persuasively
support and
develop both
claim(s) and
subclaims.

Dimension: Explanation of Evidence
High-Level Description: Analyzing how the selected evidence support the writer’s statements (e.g., claims, controlling ideas)
0 1 2 3 4 5 6 7 8
Includes Includes Includes Explains Provides Provides clear Provides Provides Provides
unrelated facts, relevant facts, relevant facts, relevant facts, relevant analysis that insightful and insightful, clear, insightful,
definitions, and definitions, definitions, definitions, analysis that accurately clear analysis compelling compelling
details. and/or details concrete concrete explains how explains how that thoroughly analysis that analysis that
(and relevant details, and details, and/or the selected the selected and accurately thoroughly thoroughly,
illustrations quotations, and/ quotations, and/ evidence evidence explains how and accurately accurately,
when or examples or examples supports claims supports claims the evidence explains how and concisely
appropriate). (as well as (as well as or statements; or statements. supports claims the evidence explains how
illustrations illustrations analysis stays or statements; supports claims the evidence
or multimedia or multimedia rooted in the where or statements; supports
when when evidence but at applicable, where claims or
appropriate) appropriate) times may be analysis applicable, statements;
that support the that support the vague, illogical, acknowledges analysis where
main idea. opinion/main or overly some addresses applicable,
idea. general. weakness(es) weakness(es) analysis clearly
or gaps in the or gaps the addresses
evidence. evidence. weakness(es)
or gaps in
the evidence;
analysis is
elegant in
its precision
and/or
sophistication
and originality.

Dimension: Integration of Evidence
High-Level Description: Representing evidence accurately (via notes, summary, and/or paraphrase) and including evidence in text
0 1 2 3 4 5 6 7 8
No evidence Presents Presents Presents Evidence Evidence is Evidence is Evidence is Evidence is

of including information from relevant relevant from sources presented presented presented presented
evidence from experiences or evidence from evidence from is presented objectively and objectively and objectively and objectively
sources, or sources in brief experiences experiences or objectively accurately, accurately, accurately, and accurately
evidence is notes taken or sources sources through and accurately positioned positioned and positioned and and integrated
presented in a provided in notes accurate and inserted appropriately contextualized contextualized seamlessly
inaccurately. organizer. organized by summary or at appropriate in the text, and appropriately, appropriately, and
categories OR paraphrase at points in the contextualized and and excerpted, strategically
at appropriate appropriate text to support with introductory purposefully paraphrased, into the text
places in the places within an argument, and/or excerpted, or summarized in a variety
text. the text. explanation, or explanatory paraphrased, strategically. of ways that
analysis. phrases or or summarized Evidence is support the
statements. to highlight the integrated into argument,
aspects that are the text in a explanation,
most relevant variety of ways or analysis
or important to (e.g., breakout and develop a
the argument, quotes, consistent and
explanation, or combination of sophisticated
analysis. summary and tone
direct quote) appropriate to
that support the purpose.
the argument,
explanation,
or analysis
and develop a
consistent tone
appropriate to
the purpose.

Dimension: Organization (Transitions, Cohesion, Structure)
High-Level Description: Using text structure and transitions to communicate with clarity and coherence
0 1 2 3 4 5 6 7 8
Lists Groups related Organizes Organizes Paragraphs Paragraphs Paragraphs Sequencing Sequencing
information information paragraphs or paragraphs and/or sections and/or sections and/or sections of paragraphs of paragraphs
about claim or together related sections around or sections are connected are connected are connected and/or sections or sections
main idea. to claim/main claim/ideas. logically to and sequenced and logically and clearly creates a creates a
Uses no linking idea. Uses words support the to support build upon and logically coherent whole coherent
words. Uses linking and phrases to main idea or understanding one another build upon that deepens whole that
words to link ideas within claim. of ideas. to deepen one another understanding deepens
connect ideas/ categories of Uses words, Transitions understanding of to deepen of the content understanding
claims. information/ phrases, and are varied and ideas and clarify understanding and builds of the content
claims clauses to link are mostly relationships of complex toward a and clearly
ideas within appropriate and among ideas. ideas and particular guides the
and across effectively used. Transitions to clarify outcome. reader toward
categories/ are varied and relationships Transitions are a particular
claims. appropriately among appropriate, outcome.
and effectively those ideas. effective, and Transitions are
used. Transitions varied in their appropriate,
are varied and structure and effective,
appropriately location. and varied in
and effectively their structure
used. and location.
Sequencing Sequencing
of paragraphs of ideas and
and use of transitions
transitions help is seamless
build cohesion. and fluid, and
enhances the
purpose of the
writing.

Dimension: Introduction & Conclusion
High-Level Description: Framing a composition with a relevant introduction and conclusion
0 1 2 3 4 5 6 7 8
Includes Introduces Introduces Introduces Introduction Introduction Introduction Introduction Introduction

introduction but the topic and the topic and the topic and includes related includes relevant includes clearly clearly and
concisely
main idea or includes main a clear main a clear main background background relevant and contextualizes
contextualizes
claim is unclear idea or claim. idea or claim; idea or claim; or context or context sufficient the topic, the topic and
or missing. Provides a focus on the maintains a information information background and clearly establishes the
Provides no concluding main idea or consistent focus about the topic about the topic, or context establishes the main ideas(s)
concluding statement or claim is mostly on the main and introduces introduces information main idea(s) or claims(s);
maintained. idea or claim. the main idea(s) main idea(s) or about the topic, or claim(s) introduction
statement or section. clearly
conclusion. Provides a Provides a or claim(s); claim(s), and introduces and purpose
establishes
concluding concluding conclusion establishes main idea(s) or for writing; the purpose
statement or statement or logically follows purpose claim(s), and introduction and outlines
conclusion that conclusion that from the content for writing. establishes is engaging. the structure
relates to the relates to the presented and Conclusion purpose Conclusion of the content
ties back to summarizes for writing; summarizes, that follows;
main idea or main idea or
main idea(s) or the content introduction highlights, and/ introduction
claim. claim. is engaging
claim(s). presented and is engaging. or extends and inviting.
pulls multiple Conclusion ideas as Conclusion
ideas together summarizes, appropriate; strongly supports
in relation to the pulls ideas when the content
main idea(s) or together, and appropriate, presented
claim(s). highlights conclusion by clearly
summarizing,
important points addresses highlighting, and/
of the content implications or or extending
presented; significance ideas as
when of the content appropriate;
appropriate, presented. when
conclusion appropriate,
conclusion
considers some
clearly addresses
implication(s) implications/
of the content significance
presented. of and/or
acknowledges
questions that
arise from
the content
presented.

Domain: Speaking & Listening
Dimension: Discussion/Contribution
High-Level Description: Communicating ideas and contributing to discussion through questioning, connecting, and probing
0 1 2 3 4 5 6 7 8
Does not Provides Provides Provides Expresses Expresses Expresses Expresses Expresses
participate in comments that original original original ideas original ideas original ideas original ideas original ideas
discussions. connect to the comments that comments clearly and clearly and clearly and clearly and clearly and
Asks questions ideas of others contribute to and/or draw connects to the persuasively; persuasively. persuasively. persuasively.
or provides and stay on the discussion conclusions that ideas of others. connects to the Builds new Builds new Builds new
comments topic. Asks and connect contribute to Questions and ideas of others pathways of pathways of pathways of
unrelated to questions for to the ideas of the discussion responses are and builds new discussion discussion discussion
discussion or clarification. others. Asks and elaborate mostly high pathways of that are clearly that are clearly that are clearly
text. and responds on the ideas level. Attempts discussion. connected to connected to connected to
to specific of others. Asks to move Attempts the ideas of the ideas of the ideas of
questions for and responds discussion to deepen others. others. Uses others. Uses
clarification. to specific forward by discussion Propels questions and questions and
questions for asking and by asking conversations summarization summarization
clarification. responding to connecting by relating to preserve to preserve
questions. questions or to broader focus. focus. Propels
building on the themes. Propels conversations
responses of conversations by relating
others. by relating to broader
to broader themes,
themes. probing
reasoning and
evidence and/
or
promoting
divergent
and creative
perspectives.

Dimension: Preparation
High-Level Description: Entering a discussion or presentation with appropriate evidence and relevant details
0 1 2 3 4 5 6 7 8
No evidence of Comes to Comes to Comes to Comes to Comes to Come to Come to Comes to dis-
preparation for discussions discussions discussions discussions discussions discussions discussions with cussions with
discussion. prepared with prepared and prepared and prepared having read with responses self-generated self-generated,
ideas related explicitly draws explicitly draws and draws and researched and evidence questions sequenced,
to assigned on ideas from on highly on specific material for generated with from studying, specific
reading. assigned relevant ideas evidence from teacher-provided peers through research, and/ questions and
reading and or details from the assigned questions; studying, or inquiry. evidence to
other relevant the assigned reading and explicitly draws research, Attempts move the dis-
information. reading and other relevant on texts and or inquiry; to move cussion along
other relevant information. research to explicitly draws discussion purposefully
information. stimulate a on texts and along by using (i.e., toward
thoughtful, research to those questions an intended
well-reasoned stimulate a at appropriate outcome or
exchange of thoughtful, moments. desired under-
ideas. well-reasoned standing).
exchange of
ideas.

Dimension: Norms/Active Listening
High-Level Description: Using roles and norms to support collegial discussions and completion of group work
0 1 2 3 4 5 6 7 8
Participates Participates in Participates in Participates in Mostly adheres Adheres to Adheres to Adheres to and Applies
in discussions discussions and discussions and discussions and to established teacher-enforced teacher- and helps enforce collegial
by disrupting follows agreed- follows agreed- follows agreed- norms for collegial group-enforced collegial discussion
others and upon norms. upon rules. upon rules and collegial discussion collegial discussion norms to
speaking out of Carries out deadlines. discussions. norms. discussion norms. Sets promote civil,
turn or off-topic. assigned roles. Carries out Tracks progress Facilitates norms. clear goals democratic
assigned roles. toward specific progress toward Effectively and deadline discussions
goals and specific goals facilitates and facilitates and decision-
deadlines. and deadlines. progress toward conversation making. Sets
Enacts Attempts to specific goals and interaction clear and
individual roles establish and deadlines. to meet them. detailed goals
independently. individual roles Establishes Manages and deadlines
within the group appropriate individual roles and effectively
as needed. individual roles within the group facilitates
within the group as needed. conversation/
as needed. interaction to
meet them.
Efficiently
manages
individual
roles and
partnerships
within the
group as
needed.

Domain: Products & Presentations
Dimension: Style & Language (Tone, Academic Language, Syntax)
High-Level Description: Using appropriate style in a written product, including academic language, tone, and syntax
0 1 2 3 4 5 6 7 8
Uses general Uses general Uses general Uses general Consistently Consistently Consistently Consistently Style,
academic or academic or academic or academic or uses a formal uses a formal uses a formal uses a formal language,
specialized specialized specialized specialized style with some style with style and style and tone, and
language language language language academic or consistently academic/ academic/ voice build
incorrectly; with minor appropriately, precisely and specialized appropriate specialized specialized ethos and
frequently uses inaccuracies and uses formal uses formal language. academic or language language high reader
language that and recognizes language when language when Sentence specialized when most when most engagement.
is informal or differences appropriate appropriate to structure is language. appropriate but appropriate The style,
unsuitable for between to purpose. the purpose. functional; Sentence also varies style but also varies language,
purpose. written (formal) Word choice Sentences vary writing may patterns are and language style, language, tone, and
and spoken is precise and in structure; demonstrate somewhat effectively given tone, and voice voice are
language. Word supports the word choice strong control varied, with the purpose, effectively given perfectly
choice supports purpose. is precise and over basic strong control audience & the purpose, appropriate to
purpose. supports the sentence over basic conventions audience & the audience,
purpose and structures sentence of the writing. conventions and effectively
reader/listener but limited structures Sentence of the writing. accomplish
interest. control over and variable structures are Sentence the author’s
more complex control over varied and structures are purpose.
structures. more complex effective. varied and used Sentence
structures. strategically structures are
to enhance varied, used
meaning strategically
by drawing to enhance
attention to meaning,
key ideas or and are often
reinforcing powerful or
relationships beautiful.
among ideas.

Dimension: Oral Presentation

High-Level Description: Using appropriate public speaking strategies, including interaction with presentation mediums,
to engage the audience and communicate points
0 1 2 3 4 5 6 7 8
Makes no eye Makes irregular Makes eye Makes regular Makes regular Uses Demonstrates Demonstrates Demonstrates
contact. eye contact contact with eye contact with eye contact with consistently consistent strong control strong control
Speaks in low with audience. audience. audience. audience. appropriate control of of eye contact, of eye contact,
volume or at Speaks in a low Shows variable Shows Shows eye contact, eye contact, pronunciation, pronunciation,
a pace that volume and/ body posture appropriate confident body adequate volume, and body and body
makes the or at a pace and speaks at body posture posture and volume, clear pronunciation, posture. Varies posture. Varies
content of the that makes the a volume and and speaks at speaks at pronunciation, and body volume and volume and
presentation presentation pace that does a volume and an adequate and appropriate posture. Uses inflection inflection
difficult to difficult to not interfere pace that does volume and body posture some variation to maintain to maintain
discern. understand. with audience not interfere pace with clear (e.g., calm, in volume and audience audience
understanding with audience pronunciation. confident). inflection to interest and interest and
of the understanding emphasize key emphasize emphasize key
presentation of the points. Uses key points. points. Uses
presentation. some body Uses fluid body fluid body
movements movements to movements to
to enhance help audience help audience
articulation. visualize visualize
ideas. May ideas. May
use additional use additional
engagement engagement
techniques techniques
such as humor, such as humor,
anecdotes, anecdotes,
rhetorical rhetorical
questions, etc. questions, etc.
as appropriate as appropriate
to the context. to the context.

Dimension: Multimedia in Written Production
High-Level Description: Integrating technology to create high-quality written products
0 1 2 3 4 5 6 7 8
No evidence Uses Uses Uses Uses Uses technology, Uses Uses Uses
of integrating technology, to technology, technology, technology, including the technology, technology, technology
technology produce and including the including the including the internet, to including including beyond
into writing publish writing internet, to internet, to internet, to effectively the internet, the internet, commonly
products. products, as produce and produce and produce/publish and efficiently to produce, to produce, used tools
well as interact publish writing publish writing writing, link/ produce, publish, publish, publish, to explore
and collaborate products, as products, as cite sources, and update and update and update novel and
with others. well as interact well as interact and interact/ individual or individual or individual or effective ways
and collaborate and collaborate collaborate shared writing shared writing shared writing of producing
with others. with others with others products. Uses products. Uses products. writing
effectively. effectively and appropriate appropriate Uses carefully products.
efficiently. Uses technology/ technology/ selected
technology/ media tools media tools technology/
media tools to illustrate to illustrate media tools
to illustrate ideas or show ideas or show creatively
ideas or show relationships relationships to illustrate
relationships among among ideas or show
between information/ideas information/ relationships
information/ effectively. ideas by taking among
ideas. advantage of information/
technology’s ideas by taking
capacity to advantage of
link to other technology’s
information capacity to
and to display link to other
information information
flexibly and and to display
dynamically. information
flexibly and
dynamically.

Dimension: Multimedia in Oral Presentation
High-Level Description: Integrating multiple mediums, including technology, to create high-quality spoken presentations
0 1 2 3 4 5 6 7 8
Uses Multimedia Multimedia Multimedia Multimedia Most multimedia All multimedia Multimedia Multimedia
technology components components components components components components components components
beyond and/or visual and/or visual and visual and visual and visual and visual and visual and visual
commonly used displays displays displays displays clarify displays clarify displays are displays are displays are
tools to explore emphasize or illustrate ideas illustrate and illustrate or illustrate purposeful and purposeful, purposeful,
novel and enhance facts relevant to the relevant information and information effective (i.e., engaging, engaging,
effective ways and details focus of the information and ideas. and ideas and clarify, illustrate, effective, and effective, and
of producing relevant to the presentation. develop ideas strengthen and strengthen strategically/ strategically/
writing focus of the arguments, arguments, efficiently used efficiently used
products. presentation. explanations, explanations, to enhance to enhance
and/or narratives and/or understanding understanding
by highlighting narratives) of arguments, of arguments,
significant points. and add explanations, explanations,
interest to the and narratives. and narratives.
presentation. Integration of
multimedia into
presentation
is seamless,
engaging, and
sophisticated.

Dimension: Conventions
High-Level Description: Using discipline-appropriate conventions to support clear expression of ideas and information
0 1 2 3 4 5 6 7 8
Uses the Generally uses Uses the Uses the Uses the Uses the Uses the Applies the Applies the
conventions of the conventions conventions of conventions of conventions conventions of conventions of conventions of conventions of
the discipline of the discipline. the discipline. the discipline of the the discipline the discipline the discipline the discipline
inconsistently Minor errors Errors are few/ with some discipline with appropriately; appropriately consistently to consistently
with a pattern sometimes minor, and do consistency. consistency. some minor with almost support clear and precisely
of errors impede not impede Minor Minor errors errors, while no noticeable expression to support
that impede understanding. understanding. errors, while do not impede noticeable, do errors. of ideas and clear,
understanding noticeable, do understanding. not impede information. sophisticated
Uses the not impede understanding. Errors are so expression
conventions of understanding. few and so of ideas and
the discipline minor that the information.
inconsistently reader would
with a pattern be unlikely
of errors to notice
that impede them unless
understanding. specifically
looking for
them.

Dimension: Precision
High-Level Description: Expressing ideas and information with exactness, specificity, correct use of terminology, and refinement
0 1 2 3 4 5 6 7 8
No evidence of Expresses Expresses Expresses Consistently Consistently Consistently Expresses Expresses
precision. ideas in broad some ideas ideas with expresses ideas expresses ideas expresses ideas ideas with ideas and
or general with specificity specificity with adequate with clarity with clarity and clarity and information
terms. Uses appropriate appropriate specificity and specificity. specific, highly efficiency, with near-
relevant terms, for the given for the given for the given Consistently relevant detail. using no more perfect clarity
symbols, etc. purpose. purpose. purpose. defines terms, Consistently detail than is and efficiency,
with minor Correctly uses Defines key Defines terms, symbols, etc. defines terms, needed for the using no more
errors or relevant terms, terms, symbols, symbols, etc. symbols, etc. given purpose. detail than is
misconceptions. symbols, etc. etc. Consistently needed for the
OR defines terms, given purpose.
symbols, etc. Consistently
Does not use defines terms,
relevant terms, symbols, etc.
symbols. Expression is
refined and
sophisticated.

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Cognitive Skills Rubric

PRODUCTS & PRE

Critiquing others’ reasoning

cognitive skills; a student’s score on the Cognitive Counterclaims

Developed in collaboration with the Stanford Center for

Skill Domain Skill Dimension High-Level Description References to Standards

Determining theme(s)/central idea(s) with details that

Analyzing an author’s structural writing choices how

Analyzing the effect of language, specifically word choice, CCSS.ELA-LITERACY.CCRA.RI.4

Cognitive Skills Standards Alignment 1

NGSS Science Practice 1: Asking

NGSS Science Practice 1: Asking

Following and/or developing step-by-step processes

Cognitive Skills Standards Alignment 2

Representing concepts** with models, visual NGSS Science Practices 2: Developing

NGSS Science Practice 4: Analyzing

Cognitive Skills Standards Alignment 3

Cognitive Skills Standards Alignment 4

Organization (Transitions, Using text structure and transitions to communicate with

Framing a composition with a relevant introduction and

Communicating ideas and contributing to discussion CCSS.ELA-LITERACY.CCRA.SL.1;

Entering a discussion or presentation with appropriate CCSS.ELA-LITERACY.CCRA.SL.1;

Cognitive Skills Standards Alignment 5

Using appropriate public speaking strategies, including CCSS.ELA-LITERACY.CCRA.SL.4

Multimedia in Written Integrating technology to create high-quality written

Using discipline-appropriate conventions to support clear CCSS.ELA-LITERACY.CCRA.L.1,

Cognitive Skills Standards Alignment 6

Domain: Textual Analysis (Close Reading)

Cognitive Skills Rubric 1

Cognitive Skills Rubric 2

Cognitive Skills Rubric 3

Cognitive Skills Rubric 4

Dimension: Word Choice

Cognitive Skills Rubric 6

No evidence of Identifies a Provides Provides Provides Provides Provides Provides Provides

Cognitive Skills Rubric 7

Cognitive Skills Rubric 8

Cognitive Skills Rubric 9

High-Level Description: Developing hypotheses and predictions

No evidence of Makes a Makes a Makes a Makes a Constructs Constructs a Constructs Constructs

Cognitive Skills Rubric 10

Cognitive Skills Rubric 11

Cognitive Skills Rubric 12

No evidence Identifies a Identifies Identifies Describes Identifies Analyzes or Analyzes or Analyzes or

Cognitive Skills Rubric 13

Cognitive Skills Rubric 14

Cognitive Skills Rubric 15

Dimension: Making Connections & Inferences

Cognitive Skills Rubric 16

Cognitive Skills Rubric 17

Cognitive Skills Rubric 18

Cognitive Skills Rubric 19

Cognitive Skills Rubric 20

Cognitive Skills Rubric 21

High-Level Description: Acknowledging and developing alternate or opposing positions

Cognitive Skills Rubric 22

Dimension: Selection of Evidence

High-Level Description: Using relevant and sufficient evidence to support claims

Cognitive Skills Rubric 23

Cognitive Skills Rubric 24

No evidence Presents Presents Presents Evidence Evidence is Evidence is Evidence is Evidence is

Cognitive Skills Rubric 25