High School Expression of Academic Knowledge

Expression of Academic Ideas and Analysis. The degree to which the writer demonstrates a depth of understanding through application, analysis, and synthesis of ideas relevant to the assigned task.

Components and Elements

• Ideas : Relevant and valid information  and evidence

• Use of Documents: Application and interpretation of the provided documents  

• Analysis and interpretation of relationships

• Depth of Development : Application and explanation of specific facts, reasons, explanations, details, descriptions, and/or events  

• Use of Precise and Effective Vocabulary  

4

Consistent control of the components of Expression of Academic Ideas and Analysis. The response is characterized by most or all of the following:

• Considerable relevant and valid ideas.  

• Consistently correct interpretation and application of provided documents.  

• Effective analysis and interpretation of important relationships implicit in the writing task.  

• Effectively supports well-developed conclusions using specific facts, reasons, explanations, details, descriptions, and/or events. 

•  Extensive use of precise and effective vocabulary in the response (from within and beyond the provided documents).  

All parts of the writing task are comprehensively developed. 

3

Sufficient control of the components of Expression of Academic Ideas and Analysis. The response is characterized by most or all of the following:

• Generally relevant and valid ideas.  

• Generally correct interpretation and application of provided documents. 

• Analysis and interpretation of some important relationships implicit in the writing task. 

• Sufficiently supports developed conclusions using specific facts, reasons, explanations, details, descriptions, and/or events. 

• Adequate use of precise and effective vocabulary (from within and beyond the provided documents).  

 The majority of the writing task is sufficiently developed.

2

Limited control of the components of Expression of Academic Ideas and Analysis. The response is characterized by most or all of the following:

• Insufficient ideas (mixture of valid, irrelevant, invalid ideas). 

• Over-reliance on information from the provided documents. 

• Partially addresses relationships with a mixture of correct and incorrect analysis.

• Minimally supports developed conclusions using facts, reasons, explanations, details, descriptions, and/or events. Demonstration of competence may be limited by the brevity of the response. 

• Some use of precise and effective vocabulary used correctly (may be limited to vocabulary used in the provided documents).  

Limited development given to address the writing task. 

1

Lack of control of the components of Expression of Academic Ideas and Analysis. The response is characterized by most or all of the following:

• Invalid, irrelevant, unclear ideas; or information is only copied from the documents.  

• Inappropriate or no use of provided documents. 

• Relationships are not addressed or attempts to address relationships are inaccurate, irrelevant, or unclear. 

• Inadequate development of facts, reasons, explanations, details, descriptions, and/or events to support thoughts; OR insufficient student writing (due to brevity, repetition, or copying from the provided documents) to determine competence. 

• Little attempt to use precise and effective vocabulary; word choice is inaccurate, imprecise, inappropriate and/or confusing.

Incorrect or unclear development given to address the writing task.

0

Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions, plagiarized content, and off topic responses.

Expression of Academic Knowledge. The degree to which the writer demonstrates a depth of understanding through analysis, synthesis, and application relevant to the assigned task.

Components and Elements

• Prior Knowledge: Accuracy and relevance of information; amount of prior knowledge

• Use of Documents: Application and interpretation of provided documents

• Analysis and interpretation of relationships

• Depth of Development: Application and explanation of relevant scientific facts, concepts, and phenomena

• Use of Academic Vocabulary 

4

Consistent control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Considerable relevant and correct prior knowledge 

• Consistently correct interpretation and application of provided documents 

• Effective analysis and interpretation of important relationships implicit in the writing task; conclusions are supported with accurate factual information 

• Well-developed descriptions of relevant scientific facts, concepts and phenomena that go beyond the provided documents 

• Extensive use of scientific vocabulary in the response (from within and beyond the provided documents) 

   All parts of the task are explained comprehensively.

3

Sufficient control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Generally relevant and correct prior knowledge

• Generally correct interpretation and application of provided documents

• Analysis and interpretation of some important relationships implicit in the writing task, but some conclusions may not be explained

• Sufficiently developed descriptions of relevant scientific facts, concepts and phenomena

• Adequate scientific vocabulary (from within and beyond the provided documents) 

 The majority of the task is explained with sufficient detail.

2

Limited control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Insufficient prior knowledge (mixture of correct, irrelevant, and incorrect prior knowledge) 

• Over-reliance on information from the provided documents

• Partially addresses relationships with a mixture of correct and incorrect analysis, and conclusions are not explained

• Minimally developed descriptions of scientific facts, concepts and phenomena; irrelevant information may be present. Demonstration of competence may be limited by the brevity of the response

• Some scientific vocabulary used correctly (may be limited to vocabulary used in the provided documents)

    Incomplete explanations are given to address the task.

1

Lack of control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Incorrect, irrelevant, unclear prior knowledge; or information is only copied from the documents

• Inappropriate or no use of provided documents

• Relationships are not addressed or attempts to address relationships are inaccurate, irrelevant, or unclear

• Inadequate descriptions of scientific facts, concepts, and phenomena; OR insufficient student writing (due to brevity, repetition, or copying from the provided documents) to determine competence

• Little attempt to use scientific vocabulary; word choice is inaccurate, imprecise, inappropriate and/or confusing 

  Incorrect or unclear explanations are given to address the task.

0

Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions, plagiarized content, and off topic responses.

Expression of Academic Knowledge. The degree to which the writer demonstrates a depth of understanding through analysis, synthesis, and application relevant to the assigned task.

Components and Elements

• Prior Knowledge: Accuracy and relevance of information; amount of prior knowledge 

• Use of Documents: Application and interpretation of the task and provided documents 

• Analysis and interpretation of relationships

• Depth of Development: Application and explanation of relevant social studies facts, concepts, and events

•  Use of Academic Vocabulary 

4

Consistent control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Considerable relevant and correct prior knowledge 

• Consistently correct interpretation and application of provided documents 

• Effective analysis and interpretation of important relationships implicit in the writing task; conclusions are supported with accurate factual information 

• Well-developed descriptions of relevant social studies facts, concepts and events that go beyond the provided documents 

• Extensive use of social studies vocabulary in the response (from within and beyond the provided documents)

 All parts of the task are explained comprehensively.

3

Sufficient control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Generally relevant and correct prior knowledge 

• Generally correct interpretation and application of provided documents 

• Analysis and interpretation of some important relationships implicit in the writing task, but some conclusions may not be explained  

• Sufficiently developed descriptions of relevant social studies facts, concepts and events 

• Adequate social studies vocabulary (from within and beyond the provided documents) 

The majority of the task is explained with sufficient detail.

2

Limited control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Insufficient prior knowledge (mixture of correct, irrelevant, and incorrect prior knowledge) 

• Over-reliance on information from the provided documents 

• Partially addresses relationships with a mixture of correct and incorrect analysis, and conclusions are not explained

• Minimally developed descriptions of social studies facts, concepts and historical events; irrelevant information may be present. Demonstration of competence may be limited by the brevity of the response

• Some social studies vocabulary used correctly (may be limited to vocabulary used in the provided documents) 

  Incomplete explanations are given to address the task.

1

Lack of control of the components of Expression of Academic Knowledge. The response is characterized by most or all of the following:

• Incorrect, irrelevant, unclear prior knowledge; or information is only copied from the documents 

• Inappropriate or no use of provided documents 

• Relationships are not addressed or attempts to address relationships are inaccurate, irrelevant, or unclear 

• Inadequate descriptions of social studies facts, concepts, and events; or insufficient student writing (due to brevity, repetition, or copying from the provided documents) to determine competence 

• Little attempt to use social studies vocabulary; word choice is inaccurate, imprecise, inappropriate and/or confusing

  Incorrect or unclear explanations are given to address the task.

0

Nonscorable. The response is unable to be scored. Reasons a student may not receive a score include blank or insufficient submissions, plagiarized content, and off topic responses.