What this rubric measures
The PSSA Text-Dependent Analysis Scoring Guidelines, Grades 4–8 is the official scoring guide used to evaluate student writing on Pennsylvania PSSA assessments. It is an Holistic rubric that scores responses across 1 distinct criteria, allowing teachers to give precise, targeted feedback on each area of writing.
All 1 scoring criteria
Click any criterion to expand its score level descriptors. The language below is taken verbatim from the official Pennsylvania Department of Education PSSA scoring guide.
1 Text-Dependent Analysis
- Effectively addresses all parts of the task demonstrating in-depth analytic understanding of the text(s)
- Effective introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s)
- Strong organizational structure that effectively supports the focus and ideas
- Thorough analysis of explicit and implicit meanings from text(s) to effectively support claims, opinions, ideas and inferences
- Substantial, accurate, and direct reference to the text(s) using relevant key details, examples, quotes, facts, and/or definitions
- Substantial reference to the main idea(s) and relevant key details of the text(s) to support the writer's purpose
- Skillful use of transitions to link ideas
- Effective use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/events
- Few errors, if any, are present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present do not interfere with meaning
- Adequately addresses all parts of the task demonstrating sufficient analytic understanding of the text(s)
- Clear introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s)
- Appropriate organizational structure that adequately supports the focus and ideas
- Clear analysis of explicit and implicit meanings from text(s) to support claims, opinions, ideas, and inferences
- Sufficient, accurate, and direct reference to the text(s) using relevant details, examples, quotes, facts, and/or definitions
- Sufficient reference to the main idea(s) and relevant key details of the text(s) to support the writer's purpose
- Appropriate use of transitions to link ideas
- Appropriate use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/events
- Some errors may be present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present seldom interfere with meaning
- Inconsistently addresses some parts of the task demonstrating partial analytic understanding of the text(s)
- Weak introduction, development, and/or conclusion identifying an opinion, topic, or controlling idea somewhat related to the text(s)
- Weak organizational structure that inconsistently supports the focus and ideas
- Weak or inconsistent analysis of explicit and/or implicit meanings from text(s) that somewhat supports claims, opinions, ideas, and inferences
- Vague reference to the text(s) using some details, examples, quotes, facts, and/or definitions
- Weak reference to the main idea(s) and relevant details of the text(s) to support the writer's purpose
- Inconsistent use of transitions to link ideas
- Inconsistent use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/events
- Errors may be present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present may interfere with meaning
- Minimally addresses part(s) of the task demonstrating inadequate analytic understanding of the text(s)
- Minimal evidence of an introduction, development, and/or conclusion
- Minimal evidence of an organizational structure
- Insufficient or no analysis of the text(s); may or may not support claims, opinions, ideas, and inferences
- Insufficient reference to the text(s) using few details, examples, quotes, facts, and/or definitions
- Minimal reference to the main idea(s) and/or relevant details of the text(s)
- Few, if any, transitions to link ideas
- Little or no use of precise language or domain-specific vocabulary drawn from the text(s)
- Many errors may be present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present often interfere with meaning
The PSSA TDA rubric is holistic. A single score from 1 to 4 captures analysis, introduction/development/conclusion, organization, text references, main idea support, transitions, language, and convention errors together. The same descriptors apply across Grades 4 through 8; grade-level expectations come from the passage(s) and prompt, not from different rubric language.
How to score with the PSSA Text-Dependent Analysis Scoring Guidelines, Grades 4–8.
A practical guide for teachers and norming teams. How to apply each descriptor consistently, the pitfalls that hurt inter-rater reliability, and a workflow for calibrating with colleagues.
Holistic, scored as one whole
- The TDA rubric produces one score from 1 to 4 per response. Do not score analysis, organization, evidence, and conventions separately and then average.
- Read the whole response first, then place it at the score level whose descriptors best match across all bullets.
- If a response is strong on most bullets but weak on one (e.g., strong analysis with minimal text references), use the bullets to find the best overall fit. A 4 requires substantial, accurate, direct text references throughout.
Apply descriptors literally
- Start at the lowest score level and ask, does the response meet most of these bullets? Move up only when the next level's descriptors clearly apply.
- Score what is on the page, not intent or potential. Plans, outlines, and partial drafts are scored against the rubric as-written.
- When a response sits between two score points, default to the lower one.
Common pitfalls to avoid
- Rewarding length over text-dependence. A long essay that loosely references the text(s) typically caps at 2 on PSSA, not 3 or 4.
- Counting quotations as analysis. Quoting without explaining the meaning earns a vague text reference, not in-depth analysis.
- Letting strong language and vocabulary halo weak analysis. The rubric weighs analytic understanding first.
Tips for norming with your team
- Anchor with 3 to 5 PDE sample papers scored at the target grade level before the session.
- Score the first 5 silently, then compare. Discuss any response where graders are more than one point apart.
- Re-norm halfway through a long batch. Drift is real.
Notes for the PSSA Text-Dependent Analysis Scoring Guidelines, Grades 4–8
The PSSA TDA rubric is the same across Grades 4 through 8. Grade-level expectations come from the passage(s) and prompt complexity, not from different rubric descriptors. Teachers should anchor with grade-appropriate PDE sample papers.
The TDA prompt is always text-dependent. References to the passage(s) must be substantial, accurate, and direct to earn a 4. Responses that ignore the text(s) or that substitute general knowledge cap at 1 or 2.
Analysis is the single most heavily weighted construct. A response with strong organization and language but weak or surface-level analysis typically scores no higher than 2.
Convention errors are evaluated on impact, not count. Errors that interfere with meaning lower the score; errors that do not interfere with meaning are not the main driver of the score.
See this rubric in action.
EnlightenAI scores student writing on this exact rubric, with per-criterion feedback that mirrors how you grade by hand. The sample response below shows how the rubric applies to a real piece of student writing, scored against every criterion.
Grace and the meaning of courage
In the passage "The Lighthouse Keeper's Daughter," the author uses the character of Grace to show that courage is not the absence of fear, but acting in spite of fear. Through Grace's decision to row out to the wrecked ship, her actions during the rescue, and her quiet response afterward, the author develops a theme that real courage is doing what must be done for others, even when you are afraid.
Courage begins with a choice
Before Grace even gets in the boat, the author shows that she is afraid. The passage says her "hands trembled as she pulled the rope tight" and that the sea looked "like a wall of moving black." A person without fear would not notice these things, but Grace notices and goes anyway. The author chooses these small details to show that courage is a choice she makes, not a feeling she has. By including the trembling hands right before the line about the lantern, the author makes clear that Grace is acting in spite of her fear.
Courage in action
During the rescue, the author keeps reminding the reader that the sea is dangerous, but Grace's focus shifts away from her own fear and toward the people on the wreck. The passage says she counted nine survivors before she counted waves. This detail shows that courage in action is paying attention to other people first. The author also writes that Grace rowed in a steady rhythm even when her father shouted to her, suggesting she has trained herself to act calmly when it matters most.
Quiet courage afterward
After the rescue, Grace does not talk about what she did. When the newspaper reporter asks her how she felt, she only says she did what her father would have done. The author uses this quiet response to develop the theme one more step. Real courage, the passage suggests, does not need praise. Grace's actions speak for themselves and that is part of what makes them brave.
Conclusion
The author develops the theme of courage by showing Grace before, during, and after the rescue. Each part of the passage adds a layer. Courage begins with a choice, continues in action, and stays quiet after. Through Grace, the author argues that courage is doing the right thing even when you are afraid.
Clear analysis and adequate text references
Thesis identifies the theme of courage and is maintained throughout. Each body paragraph cites a specific passage detail (trembling hands, counting survivors, newspaper response). Analysis is clear but stays at the explicit level. Implicit meanings would push toward a 4.
Appropriate structure, some precise language
Three-paragraph body structure mirrors the thesis (before, during, after). Transitions like "during the rescue" and "after the rescue" are appropriate. Word choice is generally precise; "wall of moving black" is quoted but not elaborated as figurative language.
Few errors, none interfere with meaning
Sentence formation is varied. Spelling, capitalization, and punctuation are accurate. A couple of long sentences would benefit from comma adjustments, but no errors interfere with meaning, consistent with PSSA score-point 3 conventions language.
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About the PSSA Text-Dependent Analysis Scoring Guidelines, Grades 4–8
What is the PSSA Text-Dependent Analysis rubric?
Is the PSSA TDA rubric the same for Grades 4, 5, 6, 7, and 8?
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How are errors in conventions handled?
Is this rubric the official version from PDE?
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