Rubrics
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This document contains rubrics for assessing English language skills at the Universidad Catolica de la SSMA Concepcion. It includes rubrics for two tasks: a speaking assessment and a listening assessment. The speaking assessment involves students doing a role play in groups about transportation problems and solutions. It evaluates vocal expression, organization, vocabulary, and body language. The listening assessment involves students listening to a story and filling in missing words. It evaluates students' ability to complete the missing words. The document provides the context, instructions, scoring criteria and references for both assessment tasks.
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Rubrics
- 2. Task油1 Skill:油Speaking Topic:油Caught油in油the油Rush油(Transportation) Task油context:油3属油Grade油of油High油School,油Centro油Educacional油Evang辿lico油de油Hualp辿n Role油Play油Activity. Students in groups of four have to create a dialogue in which they can express problems and solutions regarding public油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 transportation and present it in front of the class orally. The task is a role play activity that requires from students to play two油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 important characters of a city余 the Mayor and the Angry Citizens. They will have to complain and present the different油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 problematics油regarding油public油transportation油and油the油Mayor,油in油their油capacity油of油leader,油will油present油the油solutions. Lesson油Aim:油By油the油end油of油the油lesson油students油will油be油able油to油make油a油proper油complain油and油give油solutions油written油and油orally. Task: Get油in油groups油of油four. Imagine that one of you is the Mayor of your city and the rest of the group the angry citizens. Recall problems that you油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 can see in your city regarding traffic problems (you can think of your reality or problems seen in classes) and think of油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 possible油solutions. Write油down油ten油sentences.油Five油problems油and油five油solutions. Decide油who油of油you油will油be油the油Mayor油and油who油will油be油the油citizens. Present油your油sentences油in油front油of油the油class. E.g. Citizen油1:油I油cant油stand油how油dangerous油our油city油has油become!油Theres油too油much油crime! Your油Solution:油I油will油hire油more油police油officers油to油protect油the油streets!
- 3. POOR油(1) AVERAGE油(2) GOOD油(3) EXCELLENT油(4) Vocal Expression Clarity (Intonation) Monotonous. Students limit themselves to read, and show no expression in their speech Some Variation. Students show some intonation in their speech. Enthusiastic. Students show variation of intonation most of the time. Energizes the audience with enthusiasm. Students show outstanding variation of intonation during their speech. Vocal Expression Audibility (Pronunciation) Poor articulation. Students message cannot be understand by the audience. Generally clear. Students message is partially understood by the audience, some parts are unclear. Clear throughout. Students message is clear most of the time, some mistakes are made but as an overall is clear. Precisely clear. Students message has no mistake and is completely understandable by the audience. Organization-Order (syntax) (x2) No Order. Students ideas are not organized and its very hard to follow them. Some Order. Students ideas obey to some grammatical rules and syntax, but is hard to follow the message. Good Order. Student s ideas are well organized with minor errors and mistakes, but message is still understandable. Effective Order. Students ideas are very well organized and show no errors. Vocabulary (x2) Poor vocabulary range. Students use a very limited vocabulary related to the unit. Average range of vaculary. Students use limited amount of words related to the unit. Good range of vocabulary. Students use varied amount of vocabulary related to unit. Excellent range of vocabulary. Students use varied and complex vocabulary plus the structures corresponding to the unit. Physical Expression Body Language Stiff or Erratic. Student makes no movements or expressions. Use of some expressions and movements that are partially useful when speaking. Uses frequent expressions and movements that emphasize the message. Effective use of body language., it clearly emphasizes the message. Rubric油Adapted油from:油http://www.nald.ca/library/learning/btg/ed/evaluation/speaking.htm
- 4. Task油2 Skill:油Listening Topic:油Body油parts. Task油context:油1st油Grade油High油school,油Scuola油Italiana. Completing油activity. Students will have to listen to a boy who tells an embarassing story about his experience at the dentist. As they listen to it they油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 have油to油complete油the油text油with油the油missing油words. I was Having a tooth out at the dentist. Suddenly, I felt a sharp pain in my ___________. My_____________ shot up油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 quickly and hit the dentist in the_________. I knock him right off his _________. And he pulled my __________out at the油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 油 same油time!!油 Students油Name:________________ Grade:油1属_____ Date:___/___/___油油油油油Score:_______ Answer Yes No Mouth Hand Face Feet Tooth