Anti-Vanilla Site

Primary Educational Resource for Humanities, Foundations I Honors, Creative Drama, and Theater Workshop

Connecticut State CAPT Rubric

                                   The following rubric comes from the Connecticut State Department of Education and is the basis for all official Response to Literature CAPT scoring.  Consequently, I use this rubric to score your practice CAPT essays for class and Mid-Term exams.

  CAPT Response to Literature Scoring Rubric

                                           Score Point 1

·       Demonstrates limited understanding and/or serious misunderstanding of portions of the text or the story as a whole.

·       Demonstrates no ability or little ability to reflect, revise, reshape and/or deepen initial understanding.

·       Demonstrates no meaningful associations or connections between the story and other texts and/or outside experiences.

·       Demonstrates no awareness of the literary quality of the story.

Score Point 2

·       Demonstrates a literal or superficial understanding of portions of the text or the story as a whole.

·       Demonstrates little, if any, ability to reflect, revise, reshape and/or deepen initial understanding.

·       Demonstrates difficulty in making or supporting an association or connection between the story and other texts and/or outside experiences.

·       Demonstrates judgments about the literary quality of the story that are superficial or emotional or are not supported with examples from the story, other texts or outside experiences.

Score Point 3

·       Demonstrates some understanding of portions of the text or of the story as a whole.

·       The interpretation lacks insight and/or the support of examples from the text.

·       Demonstrates limited ability to reflect, revise, reshape and/or deepen initial understanding.

·       Demonstrates an association and/or connection between the story and other texts and/or outside experiences, but it is superficial and lacks depth and/or support.

·       Demonstrates judgments about the literary quality of the story that tend to be formulaic and/or is lacking examples from the story and/or outside experiences to support these judgments.

Score Point 4

·       Demonstrates a basic understanding of the story as a whole and provides a plausible interpretation supported with some examples from the text.

·       Demonstrates some ability to reflect, revise, reshape and /or deepen initial understanding.

·       Demonstrates some association and/or connection between the story and other texts and/or outside experiences that may not be supported with examples from the text.

·       Demonstrates judgments about the literary quality of the text, but they tend to lack depth and/or are not well supported with examples from the story and/or outside experiences.

Score Point 5

·       Demonstrates a basic understanding of the story as a whole. The interpretation is thoughtful and well supported with examples from the text.

·       Demonstrates an acceptable ability to reflect, revise, reshape and/or deepen initial understanding.

·       Demonstrates associations and connections between the story and other texts and /or outside experiences and generally supports these connections with examples from the text.

·       Demonstrates thoughtful judgments about the literary quality of the story and generally supports these judgments with examples from the story and/or outside experiences.

Score Point 6  

·       Demonstrates a basic understanding of the story as a whole. The interpretation is richly supported with examples from the text.

·       Demonstrates an exceptional ability to reflect, revise, reshape and/or deepen initial understanding.

·       Demonstrates perceptive associations and connections between the story and other texts and/or outside experiences and supports these connections with examples from the text.

·       Demonstrates perceptive judgments about the literary quality of the story and supports these judgments with examples from the text and/or outside experiences.