Reading Rubric
The student will demonstrate the ability to comprehend a variety of written materials by determining the central idea and providing textual evidence, drawing inferences or valid conclusions, analyzing for the author’s purpose and bias, and applying the text to a given task or course content.
Four-Point Rubric
4 = High level excellence in evidence of comprehension of written materials and performance at the college level*
3 = Demonstrable, competent, expected evidence of comprehension of written materials and performance at the college level
2 = Minimally acceptable, inconsistent evidence of comprehension of written materials and performance at the college level
1 = Poor, unacceptable evidence of comprehension of written materials, intervention required
*College level is established at 70% or above
| Central Idea and Textual Evidence | 4.The student has clearly identified the central idea and provided substantial evidence from the text as support. 3.The student has clearly identified the central idea and provided some evidence from the text as support. 2.The student has clearly identified the topic but has not clearly identified the central idea and provided little evidence from the text as support. 1.The student has not identified the topic or central idea and has not provided evidence from the text as support. |
| Inferences and Valid Conclusions | 4.The student is able to use evidence from the text to draw inferences or valid conclusions with a high level of accuracy. 3.The student is able to use evidence from the text to draw inferences or valid conclusions with some accuracy. 2.The student is able to draw some inferences or conclusions based on evidence from the text, but may also use personal interpretation. 1.The student draws invalid inferences or conclusions based on personal interpretations with no evidence from the text. |
| Analysis | 4.The student is able to accurately identify the author’s primary purpose and any bias in the text. 3.The student is able to accurately identify the author’s primary purpose but may not be able to identify bias in the text. 2.The student is able to identify the author’s primary purpose with assistance, but is not able to identify bias in the text. 1.The student is unable to identify the author’s purpose or bias in the text. |
| Application | 4.The student applies many concepts from the text to respond to a given task or course content. 3.The student applies some concepts from the text to respond to a given task or course content. 2.The student applies few concepts from the text to respond to a given task or course content. 1.The student is unable to apply the concepts from the text to respond to a given task or course content. |