FOREIGN LANGUAGE ASSESSMENT RUBRICS

2016-2017

WRITING ASSESSMENT RUBRICS

CRITERIA

CONTENT AND
DEVELOPMENT

ORGANIZATION
AND STRUCTURE

MECHANICS

Excellent to
Good
10 -9

Good to
Adequate
8-7

Superior
understanding of
topic and writing
context.

Use sufficient
reasons to
support the
writing.

Use well
developed
reasons that
support the
writing.

Content is
somewhat
accurate and
fairly clear.

Exceed
expectations.
Content is
accurate, focused
and consistent.
Method of
organization is
well-suited.
Clear intro body
and conclusion
with effective
transitions.
(Essays)
Essentially error
free

Organization
supports the
piece of
writing.

Adequate to
fair
6-5

Needs work to
minimal
4-1

Use simple
reasons but not
enough to
support the
writing.

Use very simple

reasons that are not
connected to the
writing.

Content is
somewhat
vague or not
loosely related
to the task.

Some signs of
logical
organization.

Sequence of
ideas could be
improved.

May have
inadequate
course of
ideas.

Has some
mechanical
errors

Repeated
weakness in
the mechanic

Content unclear or
not related to the
task.

Poorly organized
Demonstrate
problems with
flowing own ideas.

Severe mechanical
errors Writers
ideas can not be
understood.

READING ASSESSMENT RUBRICS

CRITERIA

Fluency and
Pronunciation

Understanding

Domain of the
Vocabulary

Excellent to
Good
10 -9
Reads fluently
respecting the
signs of
punctuation and
has an
acceptable
pronunciation
according to the
vocabulary
learned.

Good to
Adequate
8-7
Reads fluently
respecting the
signs of
punctuation and
has an
acceptable
pronunciation
according to the
vocabulary
learned.

Adequate to
fair
6-5
Reads with
little fluently
without
respecting the
signs of
punctuation and
does not have
an acceptable
pronunciation
according to the
vocabulary
learned.
Identifies the
Identifies the
Has a slight
main idea of the main idea of the idea of the main
reading without reading with the sense of the
assistance.
guide of the
reading.
teacher.
Relates the new Requires the
Requires the
vocabulary with use of the
help of the
his/her prior
dictionary to
teacher and the
knowledge.
identify the new permanent use
vocabulary.
of the
dictionary to
identify the new
vocabulary.

Needs work to
minimal
4-1
Reads with
little fluently
without
respecting the
signs of
punctuation and
does not have
an acceptable
pronunciation
according to the
vocabulary
learned.
Has no idea of
the main sense
of the reading.

Requires the
help of the
teacher and the
permanent use
of the
dictionary to
identify the new
vocabulary.

LISTENING ASSESSMENT RUBRICS

CRITERIA

Ability to focus

Excellent to
Good
10 -9
Listens to
audios and
conversations
translating them
with
confidence,
without the
need of the
teachers
support.

Good to
Adequate
8-7
Listens to
audios and
conversations
translating their
content with the
teachers
support.

Adequate to
fair
6-5
Listens to
audios and
conversations
and rarely
translates
contents
requiring the
teachers
support.

Needs work to
minimal
4-1
Listens to
audios and
conversations
and rarely
translates their
content but
always with the
support of the
translator or
dictionary and

Performance

General
Understanding

guided by the
teacher.
Watches and
Watches and
Watches and
Watches and
listens to videos listens to videos listens to videos listens to videos
with the
with the
with the help of but always with
teachers
teachers
the teacher.
the support of
support.
support.
the teacher.
Identifies
phrases or
sentences
without
teachers
assistance.

Identifies
phrases or
sentences with
teachers
assistance.

Identifies
phrases or
sentences with
the support of
the teacher and
the use of the
dictionary

Does not
identify phrases
or sentences,
just with the
support of the
translator, the
dictionary or
the teacher.

SPEAKING ASSESSMENT RUBRICS

CRITERIA

Excellent to
Good
10 -9
It is easy to
understand
the students
words
The student
answers in a
quickly and
smoothly
way.

Good to
Adequate to
Adequate
fair
8-7
6-5
It is not so easy
It is difficult to
to understand the understand
students words. students words.

Syntactic
Accuracy

The student
uses a correct
syntax when
speaking.

Vocabulary

The student
dominates a
vast
vocabulary
according to
the topic.

The student
makes some
mistakes when
speaking.
(Syntax)
The student uses
a basic
vocabulary
including just a
few words of the
new vocabulary.

Body

Movements

Movements and

Pronunciation

Fluency

The student
speaks with
some hesitation.

The student
speaks with
some hesitation
which interferes
with
communication.
Syntactic errors
make it difficult
to understand the
conversation.
The student uses
a basic
vocabulary
without
including the
new words of the
vocabulary.
Very little

Needs work to
minimal
4-1
It is very
difficult to
understand
students words
Too much
hesitation which
interferes with
communication.

Syntactic errors
make it difficult
to understand the
conversation.
The student uses
a very basic
vocabulary and
requires the
assistance of the
teacher.
No movements

Language

Creativity

are fluent and

help the
audience
visualize.
Very original
presentation
of material

gestures help the

comprehension.

movements or
descriptive
gestures.

or descriptive
gestures.

Some
originality.

Material
presented with
little originality.

Repetitive, no
variety,
insufficient use
of materials.