"Read, Think, & Explain" Questions Rubric

One of the types of questions that are asked on the Reading Florida Comprehensive Achievement Test (FCAT) is the short and extended response "Read, Think, & Explain" questions. Students are asked to write their answers down based on information they understood from the story. Answers needs to be complete and supported with information from the reading selection.

Answers to the short-response “Read, Think, and Explain” questions and the extended-response “Read, Think, and Explain” questions are scored with a two-point or four-point rubric. There is often more than one acceptable response. Partial credit is given for accurate but incomplete answers. The characteristics of each score point are provided within each rubric.

Two-Point Scoring Rubric
(For Short-Response “Read, Think, and Explain” Questions)

2 Points The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills the requirement of the task. Necessary support and/or examples are included, and the information given is clearly text-based.

1 Point The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that may include information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted.

0 Points The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.

Four-Point Scoring Rubric
(For Extended-Response “Read, Think, and Explain” Questions)

4 Points The response indicates that the student has a thorough understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based.

3 Points The response indicates that the student has an understanding of the reading concept embodied in the task. The student has provided a response that is accurate and fulfills all the requirements of the task, but the required support and/or details are not complete or clearly text-based.

2 Points The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that may include information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or omitted.

1 Point The response indicates that the student has very limited understanding of the reading concept embodied in the task. The response is incomplete, may exhibit many flaws, and may not address all requirements of the task.

0 Points The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.

For a printable PDF file of this page please click here.

*~* Back Home *~*

2 Points	The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills the requirement of the task. Necessary support and/or examples are included, and the information given is clearly text-based.
1 Point	The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that may include information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted.
0 Points	The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.

4 Points	The response indicates that the student has a thorough understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based.
3 Points	The response indicates that the student has an understanding of the reading concept embodied in the task. The student has provided a response that is accurate and fulfills all the requirements of the task, but the required support and/or details are not complete or clearly text-based.
2 Points	The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that may include information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or omitted.
1 Point	The response indicates that the student has very limited understanding of the reading concept embodied in the task. The response is incomplete, may exhibit many flaws, and may not address all requirements of the task.
0 Points	The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task.