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COMPREHENSION Cannot even said to Has great difficulty Understands most of what Understands nearly Understand everyday
understand even simple following what is said. Can is said at slower than everything at normal conversation and normal
conversation comprehend only social normal speecd with speech although occasional classroom discussions
conversation spoken slowly repetitions. repetitions may be
and with frequent necessary
repetitions.

FLUENCY Speech is so halting and Usually hesitant; often force Speech in everyday Speech in everyday Speech in everyday
fragmentary as to make into silence by language conversation and classroom conversation and classroom conversation and classroom
conversation virtually limitations discussion frequently discussion is generally discussion fluentl and
impossible disrupted by students fluent with occasional effortless; approximating
search for the correct lapses while the students that of native speaker
manner of expression. searches for the correct
manner of expression

VOCABULARY Vocabulary limitations so Misuse of words and very Student frequently uses Student occasionally uses Use of vocabulary and
extreme as to make limited make wrong words; conversation inappropriate terms and/or idioms approximate that of
conversation virtually comprehension quite somewhat limited because must rephrase ideas a native
impossible difficult of inadequate vocabulary because of lexical
speaker
inadequacies

PRONUNCIATION Pronunciation problems so Very hard to understand Pronunciation problems Always intelligible although Pronunciation and
severe as ro make the because of pronunciation necessitates concentration one is conscious of the intonation approximate that
speech virtually problems.Must frequently on the part of the listener delivery accent and of a native speaker
unintelligible repeat in order to make and occasionally lead to
Occasional inappropriate
him/herself understood misunderstanding
pattern

GRAMMARS Errors and grammars in Grammars and word order Makes frequent errors of Occasionally makes Grammatical usage and
words so severe as to make errors make comprehension grammars and word orders grammatical errors and /or word orderapproximate
the speech virtually difficult. Must often which occasionally obscure word-order errors which do that of a native-speaker
unintelligible rephrase and/or restrict meaning not obscure meaning
himself/herself to basic
patterns.

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SPEAKING RUBRIC

http://mocareered.org/common-core/doc/513902/rubric-roleplay.pdf
COMPREHENSION Cannot even said to Has great difficulty Understands most of what Understands nearly Understand everyday
understand even simple following what is said. Can is said at slower than everything at normal conversation and normal
conversation comprehend only social normal speech with speech although occasional classroom discussions
conversation spoken slowly repetitions. repetitions may be
and with frequent necessary
repetitions.

FLUENCY Speech is so halting and Usually hesitant; often force Speech in everyday Speech in everyday Speech in everyday
fragmentary as to make into silence by language conversation and classroom conversation and classroom conversation and classroom
conversation virtually limitations discussion frequently discussion is generally discussion fluentl and
impossible disrupted by students fluent with occasional effortless; approximating
search for the correct lapses while the students that of native speaker
manner of expression. searches for the correct
manner of expression

VOCABULARY Vocabulary limitations so Misuse of words and very Student frequently uses Student occasionally uses Use of vocabulary and
extreme as to make limited make wrong words; conversation inappropriate terms and/or idioms approximate that of
conversation virtually comprehension quite somewhat limited because must rephrase ideas a native
impossible difficult of inadequate vocabulary because of lexical
speaker
inadequacies

PRONUNCIATION Pronunciation problems so Very hard to understand Pronunciation problems Always intelligible although Pronunciation and
severe as ro make the because of pronunciation necessitates concentration one is conscious of the intonation approximate that
speech virtually problems.Must frequently on the part of the listener delivery accent and of a native speaker
unintelligible repeat in order to make and occasionally lead to
Occasional inappropriate
him/herself understood misunderstanding
pattern

GRAMMARS Errors and grammars in Grammars and word order Makes frequent errors of Occasionally makes Grammatical usage and
words so severe as to make errors make comprehension grammars and word orders grammatical errors and /or word orderapproximate
the speech virtually difficult. Must often which occasionally obscure word-order errors which do that of a native-speaker
unintelligible rephrase and/or restrict meaning not obscure meaning
himself/herself to basic
patterns.
Rubrics for Role Play
Exceptional Admirable Acceptable Attempted

weigh
Criteria
4 3 2 1

t
 Indicates a clear  Good understanding of topic  Fair understanding of topic  Information is inaccurate
Understanding understanding of topic
 Mostly used the modals  The use of some modals are  Presentation is off topic
of Topic/ 35%
 Use modals properly and properly and accurately somewhat accurate
Content  The modals in the skit are
accurately
not properly used

 Accepts ideas of others;  Accepts most ideas without  Unwilling to compromise  Group does not work
able to compromise negative comments; able to together
Cooperation 5%  Few members contribute
compromise
 All members contribute  One person does all the
 Some members contribute work

 Shows confidence  Shows some confidence  Unsure of responsibility  Portrayal stalls


Presentation
 Informative  Presents some information  Somewhat informative  Lacks information
(Use of
 Entertaining; engages  Engages audience  Engages audience  Audience bored
non-verbal
30% audience intermittently
cues,etc.portra  Can be heard  Mumbles
yal)  Speaks loudly and clearly  Hard to hear
 Some use of body language  Body language is lacking;
 Appropriate use of body  Some movement inappropriate
language

Pronunciation  Pronunciation is clear and  Most words are pronounced  Pronunciation is not clear  Pronunciation is poor and
20% concise and does not clearnly and students can be and students is quite hardly to be understood
interfere with the meaning understood difficult to understand
 Students demonstrate  Students demonstrate  Students somewhat  Students demonstrate littel
creativity and uniqueness in creativity and uniqueness demonstrate creativity and effor to enhance the role
Creativity 10% presenting the skit that that enhance the roleplay uniqueness that enhance play
powerfully enhance the role the role play a bit
play

A
Adopted andd modified .Copyright © Texas Education Agency, 2006. All rights reserved.

CLASSROOM DEBATE RUBRIC --Levels of Performance


Criteria Weak Fair Good Excellent
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Opening statement and Does not show an adequate Has attention getter: Attention getter interesting; Strong, effective attention getter;
Closing statement understanding of topic. Introduces main points of the Clearly understood the topic Team members clearly understood
Uninteresting, unprepared; topic with ease. Somewhat in-depth and presented topic in-depth and presented
background info did not match unrelated to what team information with ease; provides information forcefully and
what follows. presents; effective intro to points that convincingly.
Closing is just a mere summary Closing is a mere summary follow; Closing effectively sums up all points
of team’s original points Closing effectively provides call to raised by team and opponents; closes
without mention of rebuttals action, Strong summary not mere on forcible clincher
restatement

Organization and Unclear in most parts; Clear in some parts but Most clear and orderly in all parts; Completely clear and orderly
Clarity: Viewpoints and disorganized and difficult to organization is not logical somewhat logical in organization. presentation; logical organization of
responses outlined clearly follow. Do not use the Mostly use proper expressions in major points and details.Use the
and orderly. Proper use of necessary expressions in shwing opinions expressions in showing opinions
expressions showing showing opinions properly and accurately
opinions

Use of Arguments: Few or no relevant reasons Some relevant reasons given’ Most reasons given: most Most relevant reasons given in
Reasons are given to given/ fallacies in reasoning fallacies in reasoning used relevant; not overly support; no fallacies in logic used;
support proposition reasons develop position effectively

Use of Examples and Every point was not supported. Every major point supported Every major point was adequately Every major point was well supported
Facts: Examples and statistics are with facts, statistics and/or supported with relevant facts, with several relevant facts, statistics
Examples, statistics,and examples, but relevance statistics and/or examples and/or examples.
weak or non-existent
facts are given to support questionable
reasons.

Use of Refutation: Ineffective, inaccurate and/or Few effective Most counter-arguments were Each rebuttal responded to with
Each argument made by irrelevant counter-arguments counter-arguments made but accurate, relevant, and effective effective, relevant and strong
opposing team responded made several were weak counter-argument
to and dealt with effectively.
Use of Rebuttal: Off-topic, unsupported, illogical Few of the points raised are Most points are thoughtful, All points are thoughtful, effective,
Response to points raised rebuttals raised effective; relevant; some effective, relevant; points raised, relevant; points raised, supported by
by opposing team supported by research supported by research research

Presentation Style: Tone presentation style did not keep Some features were used gestures, eye contact, tone of Consistently used gestures, eye
of voice, volume, use of attention of audience; eye convincingly; kept attention voice and level of enthusiasm that contact, tone of voice and a level of
gestures, and enthusiasm contact weak; read from paper; of audience some of the time kept the attention of audience. enthusiasm in a way that kept the
are convincing could not hear; tone monotone attention of the audience.

Retrieved from http://www.whsd.k12.pa.us/userfiles/1445/Classes/7407/CLASSROOM%20DEBATE%20RUBRIC.doc

.
Rubric for Dialogue
4 3 2 1

Fluency Student demonstrates Student demonstrates Student demonstrates Student demonstrates little
normal pace, not too fast, adequate normal pace, not some normal pace, not too normal pace, not too fast,
(20%)
not to slow. too fast, not to slow. fast, not to slow. not to slow.

Dialogue is hard to follow


Dialogue is well organized Dialogue is fairly well Dialogue is slightly and doesn't flow like a
and flows like a natural organized and mostly flows confusing and somewhat natural conversation.
Presentation/ conversation. Background like a natural conversation. flows like a natural
Memorization is clearly related to the conversation
conversation.
(25%)

Pronunciation/ No pronunciation errors are There are 1-2 errors in There are 5 or more
noted. pronunciation. There are 3-4 pronunciation errors.
Expression
Conversation is recited with Conversation is recited with pronunciation errors. Appropriate expression not
(25%) appropriate expression. mostly appropriate Conversation is recited with used.
expression. somewhat appropriate
expression.
Message/ Content The message to the listener The message to the listener The message to the listener The message to the listener
is clear and strong. is clear.The content is is somehow clear. is unclear.The content is
(30%)
almost related to the topic unclear and irrelevant to
The content is appropriate The content is somwhat
teh topic
to the topic relevant to the topic

Adopted and modified from:https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W46AW5&

Rubric for Picture Description

5 Exceptional 4 Very Good 3 Average 2 Limited 1 Emergent

Communication Student communicates an Student communicates a Student communicates a Student has difficulty in Student has great difficulty
outstanding message very clear message related clear message conveying the message, in conveying the message,
(Fluency/accuracy) related to a picture´s to a picture’sdescription related to a related to a
related to a pictures
description with no with one or two picture’sdescription picture’sdescription
description with three or
hesitations. hesitations.
more hesitations.

Student always uses the Student mostly uses Student sometimes uses Student rarely uses Student almost never uses
vocabulary related to the vocabulary related to the vocabulary related to the vocabulary related to the vocabulary related to the
Vocabulary picture described including picture described within picture described within picture described below picture described.
words that are above expected grade level. expected grade level. expected grade level.
expected grade level.
Task completion Student fully completes the Student almost completes Student partially completes Student fairly completes Student minimally
requirement of the task. the requirement of the the requirement of the the requirement of the task completes the
task. task. requirements of the task.

Verbal and Student always uses Student most of the time Student sometimes uses Student is inconsistent in Student uses
nonverbal effective eye contact, vocal uses effective eye contact, eye contact, vocal clarity the use of eye contact, ineffectiveeye contact,
clarity and appropriate vocal clarity and and adequate flow. vocal clarity and flow. vocal clarity and makes
pace appropriate pace. description difficult to
follow.

https://www.mep.go.cr/sites/default/files/page/adjuntos/rubricas-festival-nacional-ingles.pdf