lunes, 29 de agosto de 2016

RUBRICAS PARA ACTIVIDADES INTEGRADORAS




RÚBRICA  PARA LA ASIGNATURA DE INGLÉS – EXPRESIÓN ESCRITA


GRADES
EXCEED EXPECTATIONS (2.0)
MEETS EXPECTATIONS (1.5)
ALMOST MEET EXPECTATIONS (1.0)
DOES NOT MEET EXPECTATIONS (0.5)
DOES NOT SHOW ANY ELEMENT TO GRADE (0)
TOTAL
Organization
Topic well developed. Clear beginnig, middle and end including paragraphing when appropriate
Organization sustains the writers purpose
Clear and developed topic, clear plan with beginning, middle and end (beginnig and/or ending ma be clumsy)
Topic is clear eventhough development is incomplete. Ideas are losely organised
Lacks a clear point of view focus and/or organizational structure
Student didn’t write anything

Cohesion and coherence
Includes a clearly presented central idea with relevant facts of details and/or explanations
Maintains a mostly consistent point of view, focus and organisational structure. Including paragraphing structure when appropriate
Maintains an inconsistent point of view, focus and/or organisational structure
Lacks a central idea buy may contain marginally related facts, details, and/or explanations
Student didn’t write anything

Spelling and punctuation
Minimal spelling mistakes and very good use of punctuation
Very few spelling mistakes with a good use of punctuation marks
A few spelling mistakes with almost no use of punctuation marks
Many spellins mistakes with no use of punctuations marks
Student didn’t write anything

Grammar and vocabulary
Effective use of varied language and sentence patterns
Includes a variety of sentence types. Contains some errors in the conventions of the English language, these errors do not interfere with the reader’s understanding of the writing
Minimal variety of vocabulary and sentence paatterns
Contain severaal errors in the convention of the English language, these error may interfere witj the reader’s understainding of the writing
Includes no sentence variety. Contains serious errors in the conventions of the English language, these errors may seriously interfere with the reader’s understanding
Student didn’t write anything

Text completion
Topic fully elaborated with rich details. Clerly addresses all parts of the writing task. Demostrate a clera understanding of purpose
Well developed topic, clear beginning, middle and end. Demostrates a general understanding of purpose
Adressses only part of the writing task. Demostrates
Little understanding of purpose
Little or no topic development. Adresses only one part of the writing task. Demostrates no understandig of purpose
Student didn’t write anything

Format
Follows the entire format that the writer was required
Follows most of the format the writer was required
Follow some part of the format the writer was required
The writer does not follow the format required at all
Students didn’’t write anything




RÚBRICA  PARA LA ASIGNATURA DE INGLÉS – EXPRESIÓN ORAL

Valoración / Indicadores de Desempeño / Niveles de desempeño
4
(outstanding)
3 (competent)
2
(basic)
1
(unsatisfactory)
0
(didn't achieve the task)
Total
Grammar and vocabulary
Shows a good degree of control of simple grammatical forms. 
Uses a range of appropriate vocabulary when talking about everyday situations.
Shows sufficient control of simple grammatical forms.
Uses appropriate vocabulary to talk about everyday situations.
Shows only limited control of a few grammatical forms.
Uses a vocabulary of isolated words and phrases
Shows very little control of a few grammatical forms. Uses words or phrases that are not in English or create nonexistent ones.
The student didn’t attend and/or didn’t respond to any of the tasks.


Discourse management
Produces responses which are extended beyond short phrases despite hesitation.
Contributions are mostly relevant but there may be some repetition. Uses a range of cohesive devices.
Produces responses which are characterized by short phrases and frequent hesitation. Repeat information or digresses from the topic but can go back to the subject again.
Produces responses which are characterized by very short phrases or words and frequent hesitation.
Constantly, repeat information and digresses from the topic and can go back to the subject requiring additional prompting.
Produces poor responses which are characterized by isolated words and frequent hesitation that interfere with the meaning.
Constantly, repeat information and digresses from the topic without being able to go back to the subject.
The student didn’t attend and/or didn’t respond to any of the tasks.


Pronunciation
Is mostly intelligible, and has some control of phonological features at both utterance and word levels.
Is mostly intelligible, despite limited control
of phonological features
Has very limited control of phonological
features and is often unintelligible
Has almost no control of phonological features and Is mostly unintelligible.
The student didn’t attend and/or didn’t respond to any of the tasks.


Interactive communication
Maintains simple exchanges.
Requires very little prompting and support
Maintains simple exchanges, despite some difficulty.
Requires prompting and support

Has considerable difficulty maintaining simple exchanges.
Requires additional prompting and support
Has limited understanding to what is asked to maintain simple exchanges.
Requires a lot of prompting and support
The student didn’t attend and/or didn’t respond to any of the tasks.

Global achievement
Handles communication in everyday situations, despite hesitation.
Constructs longer utterances but is not able to use complex language except
in well-rehearsed utterances.
Conveys basic meaning in very familiar everyday situations.
Produces utterances which tend to be very short – words or phrases – with
frequent hesitation and pa
Has difficulty conveying basic meaning even in very familiar everyday situations.
Responses are limited to short phrases or isolated words with frequent
hesitation and pause.
Has lot of difficulty conveying basic meaning in everyday words and familiar situations.
Responses are limited to isolated words with frequent and long hesitations and pause.
The student didn’t attend and/or didn’t respond to any of the tasks.



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