Achievement First Annotation Rubric

The ability to write clearly about a complex text begins with the ability to read it closely. Accordingly, directed reading and annotation marks the first critical stage of the Process Based Assessment approach at Achievement First. In this key phase, teachers hold scholars accountable for close reading using the Achievement First Annotation Rubric -- a tool for assessing the effectiveness with which scholars utilize analytical strategies as they approach course materials. This rubric defines effective annotation across three strands -- overall interaction, comprehension and inference -- along with five more specific sub-criteria. After reading independently, scholars submit their annotated texts, allowing teachers the opportunity to check for the use of a variety of strategies: marks identifying literary devices and figurative language, for example, or explanatory notes on difficult vocabulary. Assessing scholars at this stage helps teachers identify gaps in comprehension that might otherwise undermine their ability to write clearly and concisely. Meanwhile, this highly structured approach helps to scaffold scholars toward a set of academic skills critical to succeeding in the far less structured academic environment of college classrooms and campuses.

View the Annotation Rubric (PDF).