Writing Assessment Rubrics 

The example above shows a sample of the Organisation trait expectations in the Level 3 NARRATIVE assessment rubric. The complete rubric contains six writing traits, each broken down into specific, observable writing skills.

Specific Criteria That Drive Instruction

Many writing rubrics assess broad qualities of writing, making it difficult to pinpoint exactly what a student can do and what they still need to learn.

These rubrics take a different approach.

These rubrics break writing into specific, observable skills that act as clear "look-fors" during assessment. This allows teachers to identify precise strengths and weaknesses within a student's writing, rather than relying on general impressions or broad achievement statements.

Importantly, each criterion can also become a focus for explicit instruction. Once teachers identify an area requiring development, they can use that information to plan targeted teaching that addresses the specific writing skills students need next.

The result is an assessment tool that not only measures writing achievement, but also helps guide future instruction.

A Developmental Progression from Foundation to Year 6

The rubrics share a common structure across all year levels, making it easier for schools to establish consistency in writing assessment and moderation.

Most criteria remain consistent across the primary years, although some have been adapted to reflect the different developmental needs of Foundation–Year 2 and Years 3–6 writers. Within each year level, the descriptors become progressively more sophisticated, ensuring that expectations remain aligned to student development and curriculum requirements.

This approach provides both consistency and flexibility, allowing schools to assess writing using a common framework while recognising the unique needs of writers at different stages of learning.