example advert rubric (primary, high school)...
TRANSCRIPT
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Example ADVERT RUBRIC (Primary, High School)
GROUP: ______________________________________________________________________
WRITING PART
CRITERIA
POINTS SYSTEM
COMMENT
The advert has a title which gives an idea of what the piece is about.
0 0.5 1
The advert presentation has different sizes and different colours to make it look more attractive.
0 0.5 1 1.5 2.0
The advert contains each paragraph about a different issue/point/topic.
0 0.5 1
The advert has a lot of important and practical information. Work is approximately 150 words in length.
0 0.5 1 1.5 2.0
The advert has a lot of adjectives and it gives more strong information.
0 0.5 1 1.5 2.0
General impression: Is a persuasive piece with a clear structure.
0 0.5 1 1.5 2.0
MARKS
4 D
5 C
6 B-
7 B
8 B+
9 A -
10 A
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ORAL PART
CRITERIA
POINTS SYSTEM
COMMENT
Students look at and tell
the advert to all members
of the audience. There are
audience – contact.
0 0.5 1 1.5 2 2.5
Students show a full
understanding of the
content’s advert.
0 0.5 1 1.5 2 2.5
The time – limit of the
advert is about 2 minutes
long.
0 0.5 1 1.5 2
Students listen attentively
to other classmates. They
do not make noise or
bother other classmates.
0 0.5 1 1.5
Students use facial
expressions and
movements to attract and
maintain the attention of
audience.
0 0.5 1 1.5
MARKS
4 D
5 C
6 B-
7 B
8 B+
9 A -
10 A
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EXAMPLE RUBRIC (INFANT AN PRIMARY LEVEL)
COMMENTS
Project is perfectly presented following the formatting exactly. Choose 3 illnesses. Include the precise title. Content 4 sentences in each illness. Include all of the necessary information is included.
Project is well presented following the formatting almost exactly. Choose 2 illnesses. Include quite precise title. Content 3 or 4 sentences in each illness. Most of the necessary information is included.
Project is not well presented and does not conform to the formatting. Choose only one illness to describe. Not include the title. Content less than 3 sentences in each illness. A lot of the necessary information is missing.
Speaker speaks exclusively in English during the presentation.
Speaker speaks in English but sometimes in Spanish during the presentation.
Speaker does not speak in English all the time and regularly uses Spanish language to explain the project.
Speaker does not read and uses visual supports to help the explanation.
Speaker sometimes read some words to continue explaining.
Speaker reads all the time the sentences of the project during the presentation.
Speaker uses a clear, loud voice at all times.
Speaker generally uses a clear, loud voice.
Speaker uses a clear, quite voice.
It is clear that a great preparation has gone into the presentation.
It is clear that a lot of preparation has gone into the presentation.
It is clear that little preparation has gone into the presentation.
Ideas are organised clearly, logically and coherently, using must/ mustn’t/ can/ can’t and pictures.
Ideas are generally organised clearly, logically and coherently, using must/ mustn’t/ can/ can’t and pictures.
Ideas are not well-organised organised unclearly, and often incoherently sequenced. Speaker does not use must/ mustn’t/ can/ can’t and pictures and any pictures.
Maintain eye contact with the audience throughout the presentation.
Sometimes maintain eye contact with the audience throughout the presentation.
Any eye contact with the audience.
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EXAMPLE JIGSAW READING TASK
Expert Practitioner Apprentice
Why?
I communicated the ideas to my mates clearly. I made a lot of eye contact with them. I didn’t just dictate the text, I used my own words to paraphrase and help them understand. I thought carefully in advance about how to explain.
I gave my mates enough time to write down what I was saying. I constantly checked that they were understanding and made sure they completed the table appropriately. I repeated, used examples and spelled out words if necessary.
I was a good listener. I looked at my mates when they were speaking and nodded so they could see I was paying attention. I asked questions when I wasn’t sure of something.
I never showed my mates my text and never looked at theirs because this task is all about oral communication and looking is cheating!
I give myself ___/10
Reaching a consensus
Expert Practitioner Apprentice
Why?
I used language for agreeing and disagreeing like: “I know what you mean”, “I’m with you”, “I see it differently…”, Yes, but on the other hand…”
I used language for giving opinions like: “In my opinion…”, “I think that…”, “I would say that…”, “I believe…”
I played an active role in the discussion by giving my opinions, inviting others to give their opinions, commenting on my mates opinions and trying to get us to agree.
I give myself ___/10
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EXAMPLE PORTFOLIO ASSESSMENT RUBRIC (PRIMARY, HIGH SCHOOL
AND UNIVERSITY)
Comment Mark
Task 1 (7.5%)
Explanation
Alternative
Task 2 (7.5%)
Clarity
Efficiency
Task 3A (25%)
Repackaging
Language
Task
Justification
Task 3B (25%)
Highlighting
Structure
Task
Justification
evidence of familiarity with the main themes and ideas of this subject
evidence of careful thought and wider reading
practical applications for ideas seen within this subject
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selection and prioritising ideas, strategies and techniques seen within the subject
ability to synthesise and present information in a clear, organised and coherent way
level of English minimum B2 according to the CEFR
the length of the video: 8-10 minutes
/30
Forum 1:
Forum 2:
Subject final mark:
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EXAMPLE RUBRIC (PRIMARY, HIGH SCHOOL AND UNIVERSITY) Members: PRESENTATION/ TOPIC: Mark: /_
Strongly disagree
Disagree Tend to disagree
Tend to agree
Agree Strongly agree
Comments and suggestions
ATTITUDE AND APPEARANCE
The presenters are smartly and appropriately dressed and appear welcoming, friendly, confident and calm. The presenters are polite and courteous, introduce themselves and thank the audience. The atmosphere created is warm, relaxed and interactive. The presenters face the audience, have open body language, avoid distracting gestures and make frequent eye contact with all sections of the room.
CONTENT
All of the necessary and relevant content is included. The history of the method and its theoretical underpinnings are mentioned, but special importance is given to explaining or demonstrating how the method works in practice, its legacy for language teaching today and the presenters’ own thoughts on the merits of the method.
ORGANISATION
The presenters grab the audience’s attention from the start. There is a clear and logical structure of introduction, body and conclusion and a strong sequence of ideas. The presenters invite questions at the end. The presentation is obviously very well-prepared and lasts approximately 20 minutes.
VERBAL LANGUAGE
The presenters talk in a clear audible voice and can be clearly heard and understood. The presenter’s pace is fluid yet deliberate without being overly hesitant. The audience’s knowledge, level, understanding and vocabulary are taken into account and catered for. Discourse markers were used often to help understanding. Intonation is varied and avoids monotony and fillers.
VISUAL AIDS
A handout containing useful and interesting information is prepared for the audience to take away with them. The presenters make excellent use of tasteful audiovisual aids which support the presentation but do not distract from it.
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OVERALL IMPRESSION
The overall impression is of a highly effective presentation given by very competent presenters. The presentation was enjoyable, informative and interesting, and
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Methodologies / multiple intelligence
Positive elements from at least three of the language teaching methodologies are used appropriately and effectively. Tasks cater for the needs learners with various multiple intelligences. The application of this knowledge creates a balanced blend of tasks and opportunities for meaningful learning.
Focus
There are changes of focus between teacher-students, student-student and possibly individual focus. The lesson is learner-centred. The teachers act as facilitators, but the learners are occupied in meaningful tasks. They are the centre of the teaching-learning process.
Classroom Management
Body language is open, transmits positive feelings to the learners and is free of annoying or distracting gestures. A routine is used to effectively get learners’ attention between changes of focus. Teachers are available but unobtrusive when monitoring individual, pair or group work tasks. Classroom layout is appropriate for the lesson.
Teacher Language
Teacher language is accurate, direct, polite, pleasant, positive, natural and helps learners’ self-esteem. Instructions are clear and their understanding is checked effectively.
Planning and preparation
Aims, activities and tasks are relevant and appropriate. There is a logical progression of activities. The lesson plan is clear and detailed. It contains a justification for the lesson, its aims and activities.
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Overall impression
The lesson is very successful and meaningful learning has taken place. The atmosphere created is relaxed, warm and motivating. There is originality and creativity on display. Resources used are appropriate and attractive. It is clear that a great deal of thought and attention to detail has been invested in the design and realisation of the lesson.
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EXAMPLE DEBATE RUBRIC
Criteria Mastery Above Standard Standard Approaches Standard Below Standard
Opening & Closing
Statements
- Extremely thorough, well-
organized presentation of
arguments and evidence
- Opening statement engages
the interest of audience;
closing statement leaves no
unanswered issues and
resonates with the audience
- Well-organized and
complete presentation of
arguments and evidence
- Opening statement
successfully frames the
issues; closing statement
summarizes many arguments
made in the debate
-Organized and generally
complete presentation of
arguments and evidence
- Opening statement outlines
or lists arguments and
evidence but does not
generate interest; closing
statement does not reflect
remarks made during debate.
-Somewhat organized
presentation of arguments
and evidence
-Opening statement
minimally outlines
arguments; closing argument
briefly restates the ideas
offered in the opening
statement
-Arguments are unorganized,
incomplete, or completely
lacking in evidence
-Opening statement and
closing statements do little
more than state the position
of the team
Rebuttals
- Responds to issues raised by
opponents with concise,
accurate, logical answers
- Effectively challenges the
arguments made by
opponents with argument
and evidence
- Responds to issues raised by
opponents with accurate and
generally concise answers
- Challenges the arguments
made by opponents;
challenges are generally
effective
- Responds to most of the
issues raised by opponents
with generally accurate
answers
- Offers arguments, but no
evidence, to counter the
arguments made by
opponents
-Seems to be caught off-
guard by opponents; offers
tentative, somewhat
accurate, but possibly vague
or illogical responses
-Attempts to challenge
arguments of opponents
-Is unable to respond to
issues raised by opponents in
a meaningful or accurate way
-Demonstrates a
sophisticated understanding
of the issues, events and facts
- Demonstrates a
sophisticated understanding
of the issues, events and facts
-Demonstrates an basic and
accurate understanding of the
issues, events and facts
-Demonstrates a generally
accurate understanding of
relevant issues, events and
-Demonstrates an inadequate
understanding of the history
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Effective use of
historical evidence /
content knowledge
relevant to the topic
-Demonstrates thorough and
accurate understanding of
details as well as the ability to
make original connections
and interpretations
relevant to the topic
-Demonstrates thorough and
accurate understanding of
details as well as the ability to
make original connections
and interpretations
relevant to the topic.
-Demonstrates the ability to
make basic connections
between facts and concepts
facts, but may exhibit minor
confusion or
misunderstandings
seem to understand general
ideas, but do not support
their ideas with relevant
facts; OR, seem to
understand facts but are
unable to connect them into
coherent arguments
content relevant to the topic
-Supports statements with
vague or irrelevant
information, or no
information at all
Use of persuasive
appeals
Makes deliberate and
effective use of logical,
emotional and ethical appeals
in order to persuade justices
Uses logical, emotional and
ethical appeals to enhance
effectiveness of argument
Uses some appeals to make
argument more persuasive,
but may not include a mix of
logical, emotional and ethical
appeals
Makes minimal use of
persuasive appeals
Does not use persuasive
rhetoric
Language Use
- Uses language that is
stylistically sophisticated and
appropriate for the court
- Uses literary devices to
enhance the argument
- Uses language that is
appropriate to the court
- Uses literary devices to add
interest
- Uses language that is
appropriate to the court
- Attempts to use literary
devices to add interest
-Generally uses language that
is appropriate to the court
-Uses basic but clear language
-Uses colloquial, overly
simplistic language
-Uses language and syntax
that is unclear
Performance
Exhibits confidence, energy,
and passion in the course of
the hearing
- Maintains respectful tone
- Accesses preparation
materials with ease
- Exhibits confidence and
energy in the course of the
hearing
-Maintains respectful tone
- Uses preparation materials
effectively
- Appears nervous, yet
somewhat confident, before
the court
- Maintains respectful tone
- Use of preparation materials
does not distract
-Lacks confidence
-Maintains respectful tone
- Use of preparation materials
distracts from quality of
performance
-Demonstrates little or no
preparation
-Fails to maintain respectful
tone
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EXAMPLE CLIL MICROTEACHING RUBRIC (UNIVERSITY)
Further comments:
CLIL Elements
Positive CLIL elements such as communication, HOTS, interculture, scaffolding, rich and multi-modal input and pushed output are present. Tasks cater for the needs learners with various multiple intelligences.
Focus
There are changes of focus between teacher-students, student-student and possibly individual focus. The lesson is learner-centred. The teachers act as facilitators, but the learners are occupied in meaningful tasks. They are the centre of the teaching-learning process.
Classroom Management
Body language is open, transmits positive feelings to the learners and is free of annoying or distracting gestures. A routine is used to effectively get learners’ attention between changes of focus. Teachers are available but unobtrusive when monitoring individual, pair or group work tasks. Classroom layout is appropriate for the lesson. Instructions are clear and their understanding is checked effectively.
Planning and preparation
Aims, activities and tasks are relevant and appropriate. There is a logical progression of activities starting from activating prior knowledge to an ambitious communicative and/or cognitively demanding final task.
Overall impression
The lesson is very successful and meaningful learning has taken place. The atmosphere created is relaxed, warm and motivating. There is originality and creativity on display. Resources used are appropriate and attractive. It is clear that a great deal of thought and attention to detail has been invested in the design and realisation of the lesson.
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EXAMPLE SPECIFIC TASK
In the first part of the task you will be assessed according to the following descriptors:
☹
Content
All of the necessary information is included. One or two pieces of additional information are included. All points mentioned are specific and of interest. Many valuable points are shared with the group.
Most of the necessary information is included. One or two pieces of additional information are included. Most points mentioned are specific and of interest. Some valuable points are shared with the group.
A lot of the necessary information is missing. No pieces of additional information are included. Points mentioned are general, vague and not of much interest. Few valuable points are shared with the group.
Organisation
Ideas are organised clearly, logically and coherently. Discourse markers are used to great effect, aiding communication. It is very easy to follow the speaker.
Ideas are generally organised clearly, logically and coherently. Discourse markers are sometimes used, aiding communication. It is mostly easy to follow the speaker.
Ideas are not well-organised, unclear, and often incoherently sequenced. Discourse markers are hardly used. It is quite difficult to follow the speaker.
Presentation
The speaker uses a clear, loud voice at all times. The speaker makes very frequent eye contact with classmates. It is clear that a great deal of thought and preparation has gone into the presentation. The speaker has carefully considered his/her audience. The speaker does not read at all, but may rely very occasionally on cue cards.
The speaker generally uses a clear, loud voice. The speaker makes some eye contact with classmates. It is clear that a lot of thought and preparation has gone into the presentation. The speaker shows some consideration for his/her audience. The speaker does not read at all, but may rely quite often on cue cards.
The speaker uses a clear, quiet voice. The speaker makes almost no eye contact with classmates. It is clear that little thought and preparation has gone into the presentation. The speaker shows very little consideration for his/her audience. The speaker relies very heavily on cue cards and reads at some points.
Language
Speaker uses English exclusively. Simple structures are almost always correct and key vocabulary has clearly been prepared. Speaker is only occasionally hesitant. Speaker can keep going comprehensibly with little difficulty.
Speaker uses English exclusively. Simple structures are usually correct and key vocabulary has clearly been prepared. Speaker is only sometimes hesitant. Speaker can generally keep going comprehensibly with only a few moments of difficulty.
Speaker does not use English exclusively. Simple structures are often incorrect and key vocabulary has not been well-prepared. Speaker is frequently hesitant. Speaker finds it difficult to keep going comprehensibly.
In the second part of the task it is expected that you:
can express your thoughts on a specific topic
can express belief, opinion, agreement and disagreement politely
can intervene in a discussion using a suitable phrase to get others’ attention
can initiate discussion on a specific topic
can give brief comments on the views of others
can ask someone to clarify or elaborate what he/she has just said
can repeat part of what someone has said to confirm mutual understanding
can invite others into the discussion and seek their views and opinions
can follow the main points made by others in a group discussion
can maintain concentration and involvement even when not speaking
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EXAMPLE ESSAY/REFLEXION
Criteria Comment
The text is appropriately presented, typewritten on plain white paper, justified, Arial/Calibri 11, 2.5cm margins 1.5 line spacing, numbered pages etc. Work has been carefully proofread. Work is approximately 400-500 words in length.
0.5
1.0
1.5
2.0
2.5
Writing is organized and coherent. Paragraph structure is good and discourse markers have been used to provide cohesion. Appropriate language for describing things, adding more information and introducing topics has been used effectively. There are no avoidable elementary errors.
0.5
1.0
1.5
2.0
2.5
Work includes an accurate and complete description of the ______, _____, and____. It also includes thoughts and reflections on _________
0.5
1.0
1.5
2.0
2.5
Writing is mature, critical and analytical. It demonstrates careful thinking and reflection about _____ beyond mere description.
0.5
1.0
1.5
2.0
2.5
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EXAMPLE ORAL TASK
Task completion: Can make his/her opinions and reactions understood as regards solutions to problems or practical questions. Can compare and contrast alternatives, discussing what to do or which to choose etc. Can invite others to give their views on how to proceed. Can give brief comments on the views of others.
2 4 6 8 10
Range: Has enough language to get by, with sufficient vocabulary to express him/herself with some hesitation and circumlocutions on topics such as interests, work, travel, and current events.
2 4 6 8
Accuracy: Uses reasonably accurately a repertoire of frequently used "routines" and patterns associated with more predictable situations.
2 4 6 8
Fluency: Can keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production.
2 4 6 8
Interaction: Can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. Can repeat back part of what someone has said to confirm mutual understanding.
2 4 6 8
Coherence: Can link a series of shorter, discrete simple elements into a connected, linear sequence of points.
2 4 6 8
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EXAMPLES BY THE TEACHER MARTA CALVO
Self-assessment tool
What have I learned today?
What do I need to review?
My doubts:
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Self-assessment tool
Learning goals To improve my reading
To acquire reading comprehension skills
Success criteria N I A Can make connections with what you already know to help understand
Can make predictions
Select the most important ideas
Ask questions about the text
Create a picture in your mind
Infer by making conclusions about the text
Synthesize by sorting through new information and ideas
Reread to make better sense
N = not yet I = in progress A = achieved
My "Bump it up" plan
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Peer assessment tool
Learning goals To speak fluently
To acquire some speaking structures
My partner can… Speak clearly
Avoid elementary errors (3rd person singular)
Talk about their possessions
Ask questions about possessions
Speak only in L2 (English language)
Make short summaries
Respond questions avoiding short answers
= Need to improve = Well done! = Excellent!
Suggestions to my partner's improvement
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Peer assessment tool
You are stuck! I think that next time you ought to think about…
You are getting there! I think you have improved your writing
but…
You can write really well! What I liked the most was…
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EXAMPLE Portfolio (University Level) You must hand in a portfolio of work towards an essay on an educational topic of your choice. The essay must be argumentative, evaluative or analytical, and not merely descriptive. You must formulate an appropriate essay question. You must include in the portfolio:
Brainstorming Outline At least a 1st draft and possibly a 2nd Classmate’s revision/notes/suggestions of your 1st / 2nd draft Your revision/notes/suggestions of a classmate’s 1st / 2nd draft Any other work you feel is relevant Final essay
You will be assessed on the following points and should use them as a checklist for self and peer assessment.
Length 1000 words approximately Introduction 75-100 words Opening statement Definition One of… Quotation Surprising/interesting fact Background information 2 background information sentences Thesis statement Body 800 words approximately 4-6 body paragraphs → topic sentences Supporting sentences Strong concluding sentence Conclusion 75-100 words Refer back to the introduction Prediction/recommendation/solution/personal comment Discourse markers Giving examples Adding ideas/similarity Comparing/contrasting Cause and effect Giving reasons Ordering/sequencing Cautious language Hedging verbs Modal verbs Qualifying expressions Adjectives/adverbs Correct citations Avoidable, elementary errors Failure to use the 3rd person ‘s’ Using phrasal verbs Using contractions Using plural adjectives Incorrect use of common expressions Failure to use subj-verb-obj word order
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Failure to use concise, controlled sentences
Also to be taken into account is the overall impression and success of the final essay. This includes:
Relevance of the answer to the question
Logical organisation and flow
Strength of argument
Substantiation of claims made
The portfolio will be handed in using the following format for any extended writing, i.e. drafts and final essay:
Bound Front cover A4 1.5 line spacing Arial/Calibri size 11 3cm left and right margins, 2.5cm top and bottom margins Numbered pages (top right) Printed double-sided
Other work such as brainstorming, peer feedback etc may be handwritten.
The final essay must also be sent via e-mail as an attached word document named “surname.surname.name.finalessay”