RAI # 3: G.
2) Ability to communicate in English
Performance Criteria Unsatisfactory
•Text comprehension is inefficient.
1. Oral and written •The identification of the components
comprehension of academic of the structure and discrimination of
discourse. the context are wrong.
•Lack of academic attitude.
• Communication lacks coherent
2. Organization structure.
(Planning of communication • Organization of ideas without
structure. Order and subject or logical relationship.
relevance of ideas)
• Lack of arguments that support
3. Argumentation
ideas.
(Defense of ideas. Reliable
• Lack of reliable and relevant
and relevant sources)
bibliographic sources
•The quality of responses is zero.
• Message is incomprehensible.
• Lexis is not according to the context.
4. Lexicon
• Limited vocabulary, casual,
(Contextualized vocabulary)
colloquial, vague language.
precise, formal, academic)
• Poor spelling. Construction of ideas
lacks semantic and syntactic
agreement.
5. Verbal Communication
(Diction, volume, intensity, • Verbal communication is ineffective.
intonation, active listening • In its role as receiver, evidences
transmitter / receiver) misunderstanding of the message.
• In emitter role, there are evidences
6. Nonverbal
poor nonverbal communication.
Communication Body
• The body language does not provide uses inadequate body language.
Language
support for oral speech.
Learning Level
Developing
• Understands tacademic text
insufficiently.
• Identifies some components of the
structure without discriminating the
context properly.
• Academic attitude in training.
• In some segments, the structure of
communication is ambiguous, messy.
• Some ideas are organized illogically and
lack unity.
• The argumentation is occasionally
insubstantial.
• It has insufficient reliable sources, some
decontextualized. The quality of the
answers are unsatisfactory.
• Message somewhat understandable.
• Partially vocabulary appropriate to the
context.
• Occasionally the language is vague and
informal.
• Spelling improvable.
• Sometimes lack of evidence in semantic
and syntactic agreement.
• Verbal communication is limited.
• Verbal communication is efficient.
• Limited understanding of the message in
• Effective understanding of the
role as receiver.
message in role as receiver.
• In emitter role in communications, s/he •In emitter role, body language is
pertinent and contextualized.
Satisfactory Exemplary
• Understands the academic text in
• Understand the academic text
profound ways.
sufficiently.
• Applies strategies for discriminating
• Fully identifies the underlying
the underlying structure in a given
structure in a given context.
context .
• Differenciates completely knowledge
• Differentiates knowledge
information.
information.
• Has academic prosumer attitude.
• Shows a strong academic profile.
• Communication is structured and
• Communication presents a coherent
coherent, showing unity, logical order
structure.
and relevance in ideas, they are also
• The ideas are related to logical unity
properly hierarchized.
and relevance.
• Presents antecedents and
consequences of the act.
• Argumentation is sufficient and • Evidence a consolidated
substantially. argumentative process, relevant and
• Works with sufficient reliable and compelling that sustains sufficient
relevant context sources. The quality of reliable and updated sources. Solid
the answers is satisfactory. and sufficient responses.
• The message is understandable. • The message is clearly understood.
• Lexis is appropriate to the context. • Lexis is appropriate to the context.
• Academic and formal language. • Language is highly academic and
• Applies a satisfactory spelling. scientific.
• Applies rules of semantic and • Presents a spelling mastering.
syntactic. • Meets semantic and syntactic rules
correctly.
• Verbal communication captures the
interest of the audience.
• In receiver role, shows interest,
enthusiasm and effective
understanding of the message.
• In emitter role, body language is
appropriate, attractive and according
to the context.