Advertisement Rubric

Year 7 English • Advertisement • Week 5 • 20 marks • Teacher, peer, or self-assessment

Five criteria, four levels. Use the descriptors to identify what is working and what to revise.

Marking summary

Level	Descriptor	Marks
4 - Confident	Addresses a specific audience with precise choices. The commercial, social, or civic purpose is immediately clear and consistently supported.	4
3 - Capable	Addresses a clear audience. The purpose is mostly clear, with minor choices that do not fully fit.	3
2 - Developing	Addresses a broad or inconsistent audience. The purpose is stated but not consistently shown in the design.	2
1 - Beginning	Audience is missing or “everyone”. The purpose is unclear.	1

Level	Descriptor	Marks
4 - Confident	One memorable, credible message drives every choice. The concept is distinctive and well matched to the audience.	4
3 - Capable	A clear message is present and mostly supported. The concept is familiar but effective.	3
2 - Developing	The message is vague or crowded. The concept relies on generic claims or decoration.	2
1 - Beginning	No clear message. The advertisement is a list of features or unrelated images.	1

Level	Descriptor	Marks
4 - Confident	Salience, hierarchy, colour, layout, and type are deliberate and coherent. The reading path is easy to follow. The design works at a glance and up close.	4
3 - Capable	Most design choices support the message. The reading path is clear, with minor weaknesses in contrast, spacing, or type.	3
2 - Developing	Some design choices support the message, but clutter, weak contrast, or inconsistent type interferes with reading.	2
1 - Beginning	Design choices are random or unreadable. There is no clear focal point or reading path.	1

Level	Descriptor	Marks
4 - Confident	Headline, supporting copy, and call to action are precise, credible, and suited to the brand voice. Spelling, punctuation, and grammar are controlled.	4
3 - Capable	Copy is clear and mostly polished. The call to action is present. Minor errors do not interfere with meaning.	3
2 - Developing	Copy is general or repetitive. The call to action is weak or missing. Errors sometimes interfere with meaning.	2
1 - Beginning	Copy is unclear, misleading, or incomplete. Errors make the advertisement hard to read.	1

Level	Descriptor	Marks
4 - Confident	Explains specific choices and their effects on the audience, using precise terminology. Evaluates a strength and a weakness. References the advertisement accurately.	4
3 - Capable	Explains most choices and effects. Uses some precise terminology. Offers a reasonable evaluation.	3
2 - Developing	Mostly describes the advertisement rather than explaining effects. Terminology is limited or imprecise. Evaluation is generic.	2
1 - Beginning	Summary or personal opinion only. No explanation of audience, technique, or effect. Missing or well under length.	1

Total	Overall description
17-20	Confident, controlled, and purposeful. The ad and rationale work together.
13-16	Capable. Clear audience and message, with some uneven choices.
9-12	Developing. The idea is present but the design or rationale is inconsistent.
5-8	Beginning. Limited control of audience, message, or design.
Below 5	Insufficient evidence for Year 7 achievement.

Swap advertisements with a partner. Do not give a mark. Give one strength, one question, and one specific suggestion.

Use the rubric formatively before the final submission. Students should self-assess against criteria 1 and 5 first.

Do not reward decoration over communication. A simpler ad with a clear message can score higher than a busy one.

If a student uses a real logo or an unlicensed image, record it as a conventions issue and require revision before publishing.

For moderation, compare the ad and the rationale together. A strong rationale cannot rescue an ad that does not communicate.