BAMS RUBRIC for CONSTRUCTED RESPONSES
Schoolwide Goals
I.
Response includes
an effective
focus statement.
II.
Response includes
appropriate
supporting details
and
elaborations
of them.
III.
Response includes
an effective
conclusion.
IV.
Response is
well-organized.
V.Response uses
language that is
effective and
follows the rules
of written English.
Master (4)
My focus statement . . .
 clearly expresses a main idea.
 addresses all parts of the prompt.
 establishes a purpose for writing.
 hooks the reader.
 shows original and/or complex thought.
I included at least three (or an
appropriate number) supporting details
that are
 important to the topic.
 directly related to my focus.
 specific.
 accurate.
 developed through clear, powerful
evidence, explanations, and examples.
My conclusion . . .
 directly relates to the prompt.
 restates my main idea in a new way.
 summarizes my response by tying all
the parts together.
 gets the reader to think about why this
idea or information matters.
My response is highly organized and
clearly reveals my thinking because
 the parts are presented in this order:
focus statement, supporting details,
conclusion.
 the supporting details and elaborations
are presented in a logical order.
 transitions between and connections
among the parts are made throughout
the response.
 My sentence structures are complete,
varied, complex, and well-balanced.
 My word choices are appropriate,
mature, specific, and high-impact.
 My response has no GUM errors.
Expert (3)
My focus statement . . .
 clearly expresses a main idea.
 addresses all parts of the prompt.
 establishes a purpose for writing.
I included two or more (or an
appropriate number) supporting
details that are
 directly related to my focus.
 specific.
 accurate.
 developed through clear evidence,
explanations, and examples.
Apprentice (2)
My focus statement shows that I’m
starting to express a main idea, but it
needs to be
 more clear.
 more complete by addressing all
parts of the prompt.
I included some supporting details
but might need to
 add more of them.
 improve them so they match my
focus better.
 revise incorrect information.
 explain them more fully and clearly.
Novice (1)
I need to learn more about
writing a focus statement
so I can clearly express a
main idea.
I need to learn more about
including supporting details
and elaborations so I can
explain my main idea more
fully.
My conclusion . . .
 directly relates to the prompt.
 restates my main idea.
 summarizes my response by
tying all of the parts together.
I’m starting to summarize my thinking I need to learn more about
in a conclusion but may need to
writing a conclusion so the
 make a stronger link with
reader is reminded and
the prompt, my focus statement,
convinced of my main idea.
and/or my supporting details.
 be more clear.
 be more complete.
My response is well-organized and
I’m starting to organize my ideas and
I need to learn more about
therefore easy to follow because
information but may need to
organizing my response so
 its parts are presented in this
 reorganize the response’s parts into the reader can follow my
order: focus statement, supporting
this order: focus statement,
thinking easily.
details, conclusion.
supporting details, conclusion.
 the supporting details and
 put my supporting details and
elaborations are presented in a
elaborations in a more logical order.
logical order.
 add more transition and linking
 transition and linking words/phrases
words/phrases in key places.
are provided in key places.
 My sentence structures are
My response shows that I know and
I need to learn
complete, correct, and varied.
use some basic vocabulary and rules
 ways to structure my
 My word choices are appropriate
of English but may need to
sentences.
and specific.
 revise some sentence structures.
 new words to make my
 My response has no more than a few  use more specific language.
writing more specific.
random GUM errors.
 correct a number of GUM errors.
 GUM rules.
FCA’s chosen by teacher for content value and rubric requirements
2/10/09
2/10/09