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The rubric assesses student presentations on a scale of 1 to 4 in several categories: 1) Preparedness - Did the student rehearse and seem prepared? 2) Use of complete sentences - Did the student speak in full sentences? 3) Speaks clearly - Could the student be understood when speaking? 4) Comprehension - Could the student answer questions about the topic? 5) Content - Did the student seem to understand the topic being presented?
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This rubric provides a scoring guide for a midterm presentation with categories including visual organization, opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality of topic choice, delivery elements like eye contact and voice, and use of filler words. Presentations are scored on a scale of 1 to 4, with 4 being expert-level achievement of the criteria in the category. The rubric also includes space for self-evaluation and peer evaluation scores.Bcatml 2012 technology to assess oral output
Bcatml 2012 technology to assess oral outputMmeNero
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This document describes Shauna Néro's use of technology to improve students' oral fluency and production in the language classroom. She uses tools like Edmodo and podcasting to engage students and provide meaningful assessment of their oral skills. Students work in pairs to record podcasts on various topics, assessing each other using criteria they helped generate. This allows gradual development of oral proficiency and gives the teacher insights into students' progress through descriptive feedback. Final assessments include interviews and roleplays to evaluate communication skills. Initial results found most students able to converse longer, showing increased confidence in speaking the target language.Skit Rubric
Skit Rubricdavid.koogler
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The rubric outlines criteria for evaluating student skits and plays with categories for preparedness, content, props/costumes, enthusiasm, acting/dialogue, and audience response. Students are scored on a scale of 1 to 4, with 4 being the highest score, based on how well their presentation meets the standards in each category such as using props that enhance the presentation, generating enthusiasm through facial expressions and body language, and making their story believable through consistent voices and movements. The rubric provides teachers with a standardized way to assess student performances.Assessing oral output 2012
Assessing oral output 2012MmeNero
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The document discusses using Edmodo and podcast projects to improve students' oral fluency and production in the language classroom. It provides details on how to structure podcast assignments, have students provide peer feedback, and conduct final oral assessments, with the goal of helping students gradually improve their oral communication skills through repeated practice and feedback. Assessment data from semester 1 showed most students were able to converse for longer periods of time by the end, demonstrating the approach helped develop their oral abilities.Block 1 rubric for songor rapfinalproject 2013
Block 1 rubric for songor rapfinalproject 2013nekolafitzgerald
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This document contains two rubrics for evaluating student presentations of slant rhyme jingles or raps in an American Literature class. The rubrics assess students on speaking clearly, volume, enthusiasm, use of slant rhyme, and listening to other presentations. Criteria are ranked on a scale of 1 to 4, with specific guidelines provided for each ranking.Testing vocabulary
Testing vocabularySamcruz5
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By watching this Power Point presentation, you'll acquire the necessary tools as well as basic information that is needed whenever you want to evaluate Vocabulary.Public speaking & presentations (advanced) midterm grading rubric
Public speaking & presentations (advanced) midterm grading rubricAmy Hayashi
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This scoring rubric evaluates midterm presentations on a scale of 1 to 4 in several categories, including visual organization, analysis/coherence, delivery, and timing. For visual organization, an expert presentation would have an engaging opening and conclusion as well as clear transitions. For analysis/coherence, an expert presentation would focus tightly on the topic without tangents. For delivery, an expert presenter would make eye contact, vary voice for emphasis, and use body language appropriately. Timing is also considered, with experts staying within the allotted time period. Self-evaluation, peer evaluation, comments, and signposting are also included.Collaborative roleplaying rubric.
Collaborative roleplaying rubric.Katherine Nicole Jofre Novoa
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This document contains a rubric for evaluating student participation in collaborative roleplaying. It includes categories for enthusiasm, comprehension of the topic, use of complete sentences, and collaboration with peers. Each category is scored on a scale of 1 to 4, with specific descriptions provided for the type of performance that would merit each score.Summative all for Educreations
Summative all for EducreationsKaren Kopitzke-Fleming
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The document provides a rubric for assessing final presentations and self/peer assessments for an Educreations mini garden lesson. It includes categories such as images, voice, narrative, content, and workload distribution. Each category is scored on a scale from 1-4, with 4 being advanced or exemplary, 3 being proficient, 2 being progressing, and 1 being beginning. The rubric provides descriptors of what constitutes each score for each category to guide assessment of the presentations and self/peer reviews.
Midterm Presentation Rubric
Midterm Presentation RubricAmy Hayashi
Ìý
The document is a scoring rubric for a midterm presentation that evaluates students on a scale of 1 to 4 in several categories including opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality, delivery, eye contact, voice, body language, and filler words. The rubric provides descriptors for what constitutes a score of 1 (Novice), 2 (Beginning), 3 (Proficient), or 4 (Expert) in each category.Rubrics quiz explained
Rubrics quiz explainedBrian Wolff
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This document introduces rubrics as a way to evaluate speaking skills. It provides rubrics to self-evaluate fluency, voice, non-verbal communication, and grammar. The rubrics rate these areas on a scale from 1 to 4 points, describing the characteristics of each level. The document encourages using these rubrics to improve speaking skills and preparing for bi-monthly oral quizzes with a partner.WebQuest
WebQuestAbo Tala
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This webquest aims to help EFL students improve their persuasive speaking skills through tasks that have them discuss alternative energy sources in groups and present individually on a chosen topic to convince peers, providing resources on solar, wind and nuclear energy to support their arguments. Teachers are advised to manage time carefully if using this in class and ensure students have an adequate oral proficiency level for the higher-order thinking required.Digital Storytelling Rubric
Digital Storytelling Rubricaclaudio814
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The rubric evaluates digital storytelling projects on several criteria including point of view, voice, images, story structure, and grammar. A project that scores high meets audience needs, has purpose and focus, uses pacing and images appropriately, tells the story concisely without dragging, and has correct grammar. Lower scores are given for lack of audience awareness, unclear purpose, inappropriate or ineffective use of elements, and grammatical errors.Rubric for news reporting
Rubric for news reportingCyrus Vincent Eludo
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This rubric evaluates presentations on several criteria including research, accuracy of facts, use of graphics, clear speaking, enthusiasm, and group work. For research, the top score is given for integrating 3 or more relevant facts. Accuracy requires all facts to be reported correctly. Effective graphics must be original and clearly related to the topic. Clear speaking without mispronounced words also scores highest. Enthusiasm is shown through facial expressions and body language demonstrating strong interest. The best group work has all members actively listening, sharing, and supporting each other while staying on task.Spanish 1 friends oral assesment rubric
Spanish 1 friends oral assesment rubricpasaportealmundo
Ìý
This document provides a rubric to assess Spanish oral presentations on the topic of "Friends" across four levels: Advanced, Proficient, Basic, and Minimal. It evaluates students on their use of personality traits, physical descriptions, likes/dislikes, vocabulary, voice, organization, grammar, pronunciation, eye contact, visual aids, and fluency. For each category, it lists specific criteria that must be met to achieve each proficiency level.More from Anakastillo9 (7)
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¸éúµþ°ù¾±³¦²¹Anakastillo9
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The rubric assesses student presentations on several criteria:
1) Preparedness - Did the student rehearse and seem prepared?
2) Delivery - Did the student speak clearly and use complete sentences?
3) Comprehension - Could the student accurately answer questions about the topic?
4) Content - Did the student demonstrate understanding of the topic?
Presentación de una UnidadAnakastillo9
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El documento presenta los requisitos para planificar una unidad de aprendizaje de inglés para estudiantes adultos con diversos contextos socioculturales. La unidad se enfocará en comprender textos relacionados a la vida diaria de los estudiantes y practicar saludos, despedidas e información personal. La planificación incluye objetivos, contenidos, actividades y evaluaciones en torno al verbo "to be" durante dos sesiones.
Plantilla de Planificación Anakastillo9
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Este documento describe un curso de educación para adultos que enseña inglés y habilidades de comunicación. El curso cubre temas de estudios sociales, convivencia social, lenguaje y comunicación, filosofÃa y tecnologÃa de la información. Los estudiantes aprenderán a usar el inglés en la sociedad, trabajar en equipo, comprender y producir textos escritos, desarrollar capacidades crÃticas y usar herramientas tecnológicas como PowerPoint.
Proyecto AnaAnakastillo9
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El proyecto busca enseñar inglés de una manera más efectiva a estudiantes que tienen dificultades con el idioma. Los estudiantes trabajan en parejas y equipos para resolver problemas y compartir ideas, mientras que el profesor les brinda apoyo amistoso. El proyecto también utiliza recursos tecnológicos para motivar a los estudiantes en el aprendizaje del inglés.
PresentacióN De Una SituacióN Problema (Ana)Anakastillo9
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El documento describe los problemas de aprendizaje y atención que enfrentan los estudiantes de un colegio, incluyendo falta de motivación y desigualdades debido a hogares disfuncionales. Los profesores deben dedicarse a cada pregunta de los estudiantes, tener paciencia y explicar repetidamente para ayudar a los estudiantes a aprender a pesar de sus dificultades.![Nudo Critico Del Proceso De Ensenanza[1]](https://cdn.slidesharecdn.com/ss_thumbnails/nudocriticodelprocesodeensenanza1-090916143440-phpapp02-thumbnail.jpg?width=560&fit=bounds)
Nudo Critico Del Proceso De Ensenanza[1]Anakastillo9
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El documento describe un nudo crÃtico de enseñanza sobre los estudiantes que tienen dificultades para comprender oraciones en inglés debido a su vocabulario limitado. El nudo crÃtico se relaciona con el aprendizaje esperado de reconocer y comprender diferentes tipos de oraciones en inglés como interrogativas, positivas y negativas, el cual está en el nivel de enseñanza media primero, la unidad de verbo to be y el sector de inglés.
DecáLogo Docente EducacióN De AdultosAnakastillo9
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El documento presenta un decálogo para profesores de educación de adultos, destacando la importancia de que los profesores sean empáticos y comprensivos hacia los estudiantes heterogéneos, que ofrezcan orientación y oportunidades a los estudiantes para integrarse al mundo laboral, y que sepan poner lÃmites claros dentro del aula dada la diversidad de estudiantes.¸éúµþ°ù¾±³¦²¹
- 2. Category 4 3 2 1 Student is Student seems The student is Student does not completely pretty prepared somewhat seem at all prepared and has but might have prepared, but it prepared to Preparedness obviously needed a couple is clear that present. rehearsed. more rehearsals. rehearsal was lacking. Always (99-100% Mostly (80-98%) Mostly (80-98%) Rarely speaks in Uses complete of time) speaks speaks in speaks in complete Sentences in complete complete complete sentences. sentences. sentences. sentences. Speaks clearly Speaks clearly Speaks clearly Often mumbles and distinctly all and distinctly all and distinctly or can not be (100-95%) the (100-95%) the most ( 94-85%) understood or Speaks clearly time, and time, but of the time. mispronounces mispronounces no mispronounces Mispronounces no more than one words. one word. more than one word. word. Student is able Student is able Student is able Student is to accurately to accurately to accurately unable to answer almost all answer most answer a few accurately Comprehension questions posed questions posed questions posed answer by classmates by classmates by classmates questions posed about the topic. about the topic. about the topic. by classmates about the topic. Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand the Content the topic. the topic. parts of the topic very well. topic. Almost always Usually listens Often listens to, Rarely listens to, listens to, shares to, shares with, shares with, and shares with, and with, and and supports the supports the supports the supports the efforts of efforts of efforts of Collaboration with efforts of others in the others in the others in the peer others in the group. Does not group but group. Often is group. Tries to cause "waves" in sometimes is not not a good team keep people the group. a good team member. working well member. together. Uses vocabulary Uses vocabulary Uses vocabulary Uses several (5 appropriate for appropriate for appropriate for or more) words the audience. the audience. the audience. or phrases that Extends Includes 1-2 Does not include are not audience words that might any vocabulary understood by Vocabulary vocabulary by be new to most that might be the audience. defining words of the audience, new to the that might be but does not audience. new to most of define them. the audience.