Recruit Selection Essay Writing Assessment Criteria
When marking CONTENT, the marker should consider how effectively the applicant:
 explores the topic
 presents ideas
 establishes a purpose
 supports the response
Proficient
5
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•
•
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The applicant’s exploration of the topic is skilful and/or practical.
The applicant’s purpose, whether stated or implied, is intentional.
The ideas presented by the applicant are thoughtful and/or sound.
Supporting details are specific and/or fitting.
Satisfactory
3
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•
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The applicant’s exploration of the topic is clear and/or logical.
The applicant’s purpose, whether stated or implied, is evident.
The ideas presented by the applicant are appropriate and/or predictable.
Supporting details are relevant and/or generic.
Limited
1
•
•
•
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The applicant’s exploration of the topic is weak and/or simplistic.
The applicant’s purpose, whether stated or implied, is vague.
The ideas presented by the applicant are superficial and/or ambiguous.
Supporting details are imprecise, irrelevant, and/or scant.
When marking ORGANIZATION, the marker should consider how effectively the writing demonstrates:
 focus
 connections between events and/or details
 coherent order
 closure
Proficient
5
Satisfactory
3
•
•
•
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The introduction is purposeful and clearly establishes a consistently maintained focus.
Events and/or details are developed in a sensible order, and coherence is maintained.
Transitions clearly connect events and/or details within sentences and/or between paragraphs.
Closure is appropriate and related to the focus.
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•
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The introduction is functional and establishes a focus that is generally sustained.
Events and/or details are developed in a discernible order, although coherence may falter occasionally.
Transitions tend to be mechanical and are generally used to connect events and/or details within sentences
and/or between paragraphs.
Closure is related to the focus and is mechanical and/or artificial.
•
•
•
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Limited
1
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The introduction lacks purpose and/or is not functional; any focus established provides little direction and/or is
not sustained.
The development of events and/or details is not clearly discernible, and coherence falters frequently.
Transitions are lacking and/or arbitrarily used to connect events and/or details within sentences and/or
between paragraphs.
Closure is abrupt, ineffective, and/or unrelated to the focus.
When marking SENTENCE STRUCTURE, the marker should consider the extent to which:
 sentence structure is controlled
 sentence beginnings are varied
 sentence type and sentence length are effective
Proficient
5
Satisfactory
3
Limited
1
•
•
•
Sentence structure is consistently controlled.
Sentence type and length are usually effective and varied.
Sentence beginnings are often varied.
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•
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Sentence structure is generally controlled, but lapses may occasionally impede meaning.
Sentence type and length are sometimes effective and/or varied.
Some variety of sentence beginnings is evident.
•
•
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Sentence structure often lacks control, and this may impede meaning.
Sentence type and length are seldom effective and/or varied; often, they are awkward.
There is little variety of sentence beginnings.
Adapted from: Alberta Education (2013). Grade 9 English Language Arts Part A: 2013-2014 Scoring Guides. Retrieved October 24, 2013 from
http://education.alberta.ca/media/1325518/ela9_scoringguides_2014.pdf
Recruit Selection Essay Writing Assessment Criteria
When marking VOCABULARY, the marker should consider the:
 accuracy of the words and expressions
 effectiveness of the words and expressions
Proficient
5
• Words and expressions are used accurately.
• Specific words and expressions show some evidence of careful selection and/or some awareness of deeper
Satisfactory
3
• Words and expressions are generally used appropriately.
• General words and expressions are used adequately to clarify meaning.
Limited
1
• Words and expressions are often used inexactly.
• Imprecise words and expressions predominate; specific words, if present, may be improperly used.
implications.
When marking CONVENTIONS, the marker should consider the extent to which the applicant has control of:
• Mechanics (spelling, punctuation, capitalization, etc.) and usage (subject-verb/ pronoun-antecedent agreement, etc.)
• Clarity and flow of the response
Proficient
5
• The quality of the writing is enhanced because it is essentially error-free.
• Any errors that are present do not reduce clarity and/or do not interrupt the flow of the response.
Satisfactory
3
• The quality of the writing is sustained through generally correct use of conventions.
• Errors occasionally reduce clarity and/or sometimes interrupt the flow of the response.
Limited
1
• The quality of the writing is weakened by the frequently incorrect use of conventions.
• Errors blur clarity and/or interrupt the flow of the response
PENMANSHIP
Satisfactory
2
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Writing is within the lines and margins of the paper.
Handwriting and letter formation is consistent.
All letters are properly used.
Writing is neat and easy to read.
• Writing is outside of the lines or margins of the paper.
• Handwriting and letter formation is inconsistent (letters “t” or “l” slant different directions; letter “a” is
Limited
1
sometimes open, sometimes closed)
• More than one letter is backward or upside down, (b for d, p for q, u for n, m for w).
• Writing is messy and/or difficult to read.
FORMATTING INSTRUCTIONS (___out of 3)
• .5 for each of the following which has been completed correctly:


Name
Date


Page number each page
Page number format

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One-sided
Double spaced
* When the marker can discern no evidence of an attempt to address the task presented in the assignment, or the applicant has written
so little that it is not possible to assess Content, the applicant shall receive an “Insufficient”. This is not an indicator or quality.
Total Score ______ out of 30
Comments:
Adapted from: Alberta Education (2013). Grade 9 English Language Arts Part A: 2013-2014 Scoring Guides. Retrieved October 24, 2013 from
http://education.alberta.ca/media/1325518/ela9_scoringguides_2014.pdf