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.