The Ohio Graduation Test 6-Point Rubric

 

This unit offers ample expository and persuasive writing opportunities for students. The Ohio Graduation Test’s 6-point rubric is a useful tool for assessing these student writings. Per the OGT, writing is scored on a 6-point scale (1–6) using the following criteria:

 

6. The paper is clearly focused on the  prompt. Development of  the topic is  rich, as evidenced by sophisticated thinking and  a natural flow  of ideas. The  organizational structure is coherent with a sense of wholeness. Vocabulary, both in breadth and precision, is chosen carefully to achieve the purpose, and sentence structure is generally varied and mature, contributing to an identifiable personal style and voice. The paper demonstrates consideration of audience. While there may be errors in mechanics, they do not interfere with understanding. (A six-point response may go beyond the requirements of the prompt.)

 

5. The paper focuses on the prompt. Ample details are specific and relevant;  development of the topic is logical. The organizational structure is coherent  and conveys a sense of wholeness. Word choice is precise and diverse; sentence structure is varied. A clear personal style and voice and an awareness of audience are apparent. Those mechanical errors that may be present do not impair understanding.

 

4. The paper is generally related to the prompt; detail and development are generally logical but may be uneven. The organizational structure of the paper supports the other elements adequately and has some sense of wholeness, although some drifting may occur. Word choice and sentence structure are interesting and con- tribute to the sense of an individual style and voice. There is some awareness  of audience. While there may be convention errors, they seldom impede understanding.

 

3. The paper demonstrates an awareness of the prompt, but extraneous or loosely related details are included. There is some development of the topic. A clear but simple organizational structure is apparent although the focus may shift or the paper may lack a sense of wholeness. Somewhat varied vocabulary and sentence structure contribute to an emerging personal style and voice. The convention errors make understanding difficult.

 

2. The paper is somewhat related to the prompt. Although there is very little development, few reasons or examples appear. There is scant evidence of a controlling structure. Limited or inappropriate vocabulary inhibits the reader’s understanding, and sentence structure is repetitive, so that a personal style or voice is not identifiable. Lack of control of conventions often impairs understanding.

 

1. The paper is only slightly connected to the prompt and does not address the audience. There is little supporting detail or example. Development of ideas is inconsistent, inadequate, or illogical. Organizational structure or direction is not apparent. Vocabulary is so simple and sentence structure is so repetitive that no individual style or voice emerges. Control of usage and conventions such as spelling (of commonly used words), capitalization, and basic punctuation is  so minimal as to impede understanding.