Stage: 3

Writing

May 2015

Assessment Rubric: Historical Recount

Limited

Basic

Sound

High

Jointly constructs a short

text about who, when,
and where using a
simple sentence.

Provides brief
information about who,
when, and where
using sentences.

Provides information
about who, when, and
where using clearly
structured sentences.

Provides information
about who, when, and
where using complexity
of sentence structure to
construct complex
meanings focusing on
character development.

Well developed
orientation which
includes background
information with a
critical perspective eg
researched recounts.

Series of
Events

Writes about one event

that happened.

Writes about more than

one event but not in
sequence.

A series of events are

sequenced in
chronological order.

Events are sequenced in

chronological order using
time connectives.

Reorientati
on/
Conclusion

Does not include a

personal comment or
reflective statement at
the end of the recount.

Includes a personal
comment or reflective
statement at the end of
the recount.

Rounds off the sequence

of events with reflective
statement or an
evaluative comment.

Grammar
and
Punctuatio
n

Uses action verbs, eg

went, came; begins to
use capital letters at the
beginning of sentences
and full stops at the end
of sentences.

Uses past tense

relatively consistently.
Usually uses capital
letters at the beginning
of sentences and full
stops at the end of
sentences.

Rounds off the sequence

of events with a personal
comment or reflective
statement for each
event.
Uses nouns and
pronouns, action verbs,
past tense, conjunctions,
adverbs and adjectives.
Uses most common
punctuation marks.
Makes correct use of
paragraphs.

Events are sequenced in

chronological order using
a range of time
connectives. Evaluative
remarks are interspersed
throughout the sequence
of events.
Rounds off the sequence
of events with summary
and a critical
assessment.

Spells some familiar

words. Draws on
knowledge of common
letter patterns and
lettersound

Spells many common

words and some basic
topic words correctly in
own writing. Identifies
possible spelling errors

Spells most common and

topic words accurately.
Uses a range of
strategies to spell
unfamiliar words.

Recognises most
misspelt words in own
writing and uses a
variety of resources for
correction. Spells more

Orientatio
n/
Introductio
n

Spelling

Experiments with other

punctuation marks eg
reported speech,
commas, quotation
marks, exclamation
marks.
Makes correct use of
paragraphs.

Outstanding

Uses technical terms,

passive voice, abstract
words. Uses correct
punctuation when
publishing, eg commas,
apostrophes,
exclamation marks.
Identifies and corrects
incomplete sentences or
missing punctuation.
Makes correct use of
paragraphs.
Consistently makes
informed attempts at
spelling using a multistrategy approach. Uses
a thesaurus to find

Research

correspondences.

in own writing, eg by
circling or underlining
doubtful words.

Identifies spelling errors

in own writing and
identifies some resources
for correction.

complex topic words

accurately.

Shows little evidence of

research.

Shows evidence of some

research using one or
two sources.

Demonstrates evidence
of three or more sources
and refers to those
sources in writing.

Demonstrates evidence
of three or more sources
and correctly references
sources in writing.
Includes a simple
bibliography.

synonyms when writing.

Demonstrates an
awareness of the
limitations of the spell
check feature in word
processing programs.
Spells complex topic
words correctly.
Uses multiple sources
and includes quotes and
cites sources in writing.
Includes a detailed
bibliography.