There will be a range of responses on a Toulmin analysis because readers construct their own meanings as they read texts. When in doubt, always go back to the text. Also, don't assume that your first draft of a claim or reasons will be the best representation of the text's meaning. You will almost certainly see ways to capture the text's meaning more effectively (clearly, accurately) in a second or third draft of the claim, etc.
Different texts encourage more or less interpretation. At one end of a spectrum, we have highly metaphorical texts, like much poetry, that demand personal interpretation. At the other end, we have informative texts that direct you, for instance, to put together a bicycle. These should be so explicit that there's little variation in how readers read and respond to them. But there's lots of room in the middle for a wide variety of texts, especially arguments. Don't be surprised when another reader doesn't construct exactly the same meaning you have after reading an argument.

So how can your teacher "grade" your Toulmin analysis? Your statement of the claim should cover all the reasons you state. Your explanation of the reasons should show how they support the claim. Your analysis of the evidence should show how sufficient, credible and accurate the evidence is for you. Teachers comment on the effectiveness of a Toulmin analysis, not on whether it's right or wrong.