Intercultura Centro de Idiomas

Student Name
_________________________________
English Department
Total Points 48 Total
Percentage 20%
Prof. Mary Peabody
Points obtained ________
Percentage _________
Date _____________________
Grade _________
Targeted Resume
General Instructions: Students will create a resume targeted at a job in their career-field. The
resume will use formal language and look professional. The resume will include complete personal
information, education, work experience, and other skills or experience related to their career-field.
Previous jobs and experiences should include a brief explanation. The assignment should not be more
than 2 pages long and must be typed. Grammar, vocabulary, punctuation, and spelling will be taken
into account.
Rubric Instructions: This rubric will be used to grade the resume based on the instructions above
and the criteria included in the rubric below. The four levels of achievement are described below and
the teacher will write comments to give further feedback.
Needs
Develop Satisfac
Exempl
Comments
improvem ing
tory
ary
ent
Format
The resume follows the given
requirements for format (typed, no
more than 2 pages)
The resume has all of the required
sections clearly labeled (personal
info, education, work experience,
additional skills and experience)
The resume looks professional (font,
spacing, colors)
Content
Complete personal information is
included (name, address, contact info,
intentions)
Full education is written including
institution, location, course of study,
and accomplishments (high school,
college, post graduate, extra courses
or trainings)
Previous work experience is written
including job title, name of company,
location, supervisor info, dates of
employment
At least 2-3 additional skills or
experiences are included
Previous work experience and
additional skills and experiences
include a brief explanation
Job experience, skills, and other
experiences and trainings are
targeted at the career-field of
students choice Exemplary- This means that the criterion was completely achieved and doesnt need further improvement (4
points) use
Language
Language is professional
(tone, word
Satisfactory-This
means that the criterion was achieved however could still use more improvement. (3 points)
choice, expressions)
DevelopingThis means the criterion is showing development and is correct in some ways, however still needs
There are no spelling
or punctuation
improvement to be satisfactory. (2 points)
mistakes
Needs Improvement- This means the criterion is not achieved and still needs much more improvement to be
satisfactory.
*Note, if any criterion is not attempted in the assignment, the teacher may give the student zero points in that

There are no grammatical errors

regarding tenses, word order,
gerunds/infinitives

Univerdidad Nacional de Costa Rica

Maestria en Educacion
Evaluacion en Ingles
Assignment 3
Mary Peabody
Rationale for Evaluation Instrument for Targeted Resume
Situation to be used:
This instrument was designed to be used at Intercultura Centro de Idiomas in
a conversational English class. Although the class is conversational, a written
resume is assigned to compliment a lesson about job interviews. Additionally, the
students are all young adults who are learning English with the goal of getting a
better job, so the written resume will help them reach their goals. The class this
instrument was designed for is at an upper intermediate level. The class has 8
students between the ages of 18 and 30. This is for a formative assignment.
Rubrics relation to objectives of class:
The goals of the class include effective communication in English in real life
situations. A resume was chosen to meet the needs of the students who are looking
for jobs that require English skills. The rubric specifically relates to students real life
situations because they are asked to target the resume at their own career-field and
choose experiences and skills that will best market them to potential employers.
Additionally, the rubric allows for language concerns such as grammar, vocabulary,
and tone to be taken into account since they are also goals of the class.
Rubrics relation to assignment:
The rubric is designed to evaluate two main objectives of the assignment and
also the format. The first main objective is the content of the resume. The rubric
allows the content to be evaluated in sections (personal info, education, job
experience, and other skills) so the student can see where they need to develop
their resume further and where they are succeeding. The rubric also allows the

objective of language use to be taken into account in terms of tone, vocabulary,

grammar, spelling, and punctuation. Again, they are broken down so students can
see their strengths and weaknesses clearly.

Intercultura Centro de Idiomas

Student Name
_________________________________
English Department
Total Points 30 Total
Percentage 20%
Prof. Mary Peabody
Points obtained ________
Percentage _________
Date _____________________
Grade _________
Book 2 Oral Exam Rubric
General Instructions: The oral exam for Book 2 will consist of a one-on-one conversation between
the student and teacher. The teacher will ask the student 7-8 questions that target the grammar and
vocabulary from class. The student will respond in complete sentences using correct grammar and
vocabulary that was studied in class. Fluency and pronunciation will also be taken into account.
Rubric Instructions: This rubric will be used to grade the oral exam based on the instructions above
and the criteria included in the rubric below. The teacher will highlight the students achievement level
in each criterion. Comments will be written for further feedback.
Needs
Developing
Satisfactory
Exemplary (3)
Comments
improvement (0)
(1)
(2)
Grammar
Phrasal Verbs
Didnt use phrasal
Used 1 correctly Used 2-3
Used 4 or more
verbs
correctly
correctly
Reported
Didnt use reported
Used correct
Used two or
Used 4 or more
Speech
speech correctly
sentence
three times
times correctly
structure but in
correctly
incorrect
situation or vice
versa
Modals for
Didnt use modals
Used once
Used twice
Used 3 or more
Advice
for advice correctly
correctly
correctly
times correctly
Past Perfect
Didnt use past
Used correct
Used once or
Used 3 or more
perfect correctly
sentence
twice correctly
times correctly
structure but in
incorrect
situation or vice
versa
Past Continuous Didnt use past
Used correct
Used once or
Used 3 or more
continuous correctly sentence
twice correctly
times correctly
structure but in
incorrect
situation or vice
versa
Vocabulary
Words to
Didnt use
Used 1 correctly Used 2-3
Used 4 or more
describe
vocabulary words
correctly
correctly
personality
correctly
Words about the Didnt use
Used 1 correctly Used 2-3
Used 4 or more
workplace
vocabulary words
correctly
correctly
correctly
Words about
Didnt use
Used 1 correctly Used 2-3
Used 4 or more
hobbies and
vocabulary words
correctly
correctly
family
correctly
Communicatio
n
Pronunciation
Prevented
Errors made
More than 2
There were 2 or
communication
communication
errors were
fewer errors and
difficult at times made, however they didnt
they didnt
prevent

Fluency

3 or more long
pauses that
prevented
communication

1-2 pauses or
unnatural
breaks in
speech that
prevented
communication;
or 3 or more
that didnt
prevent
communication

prevent
communication
1-2 pauses or
unnatural
breaks in
speech but
they didnt
prevent
communication

communication
No pauses or
unnatural
breaks in
speech

Univerdidad Nacional de Costa Rica

Maestria en Educacion
Evaluacion en Ingles
Assignment 3
Mary Peabody
Rationale for Evaluation Instrument for Book 2 Oral Exam
Situation to be used:
This instrument was designed to be used at Intercultura Centro de Idiomas in
a conversational English class. This evaluation would take place as a final oral exam
for Book 2 of the course. The evaluation would take place individually between the
student and teacher. The class this instrument was designed for is at an upper
intermediate level. The class has 8 students between the ages of 18 and 30. This is
for a summative evaluation.
Rubrics relation to objectives of class:
The goals of the class include effective oral communication especially in
conversational situations. The rubric allows three main goals of the class to be
evaluate. Specific grammar points are included to make sure the students can use
the target language correctly and in the appropriate context. Vocabulary is assessed
to ensure students have a wide range of known words to effectively communicate in
the target language. Finally, communicative aspects such as pronunciation and
fluency are included in the rubric because the goal of the class is oral
communication.
Rubrics relation to assignment:
The rubric was designed to give very specific feedback for the oral exam.
Because the assignment is summative, it was important to include a wide range of
criterion including grammar, vocabulary, and communication skills. Because the
criterion are so varied, it was chosen to given specific requirements for each
descriptor instead of general descriptions of each level of achievement. All criterion

were broken down so specifically so students can see more precisely they are
succeeding or still need further development.