To access Quick Links, visit our text-only version.

. Public Schools of North Carolina . . State Board of Education . . Department Of Public Instruction .

STANDARD COURSE OF STUDY

WORLD LANGUAGES :: ORAL LANGUAGES :: STEPS IN CREATING AUTHENTIC AND PERFORMANCE-BASED ASSESSMENT TASKS

STEPS IN CREATING AUTHENTIC AND PERFORMANCE-BASED ASSESSMENT TASKS

C. Choose the Tools to Use in Assessment

The following pages examine three of the most commonly used tools to assess students' oral language. They are: checklists, rubrics, and observations.

A. Checklists

Checklists can be used by the students for self-assessment, peer-assessment of oral language and/or by the teacher as tools for recording observations (see Classroom-Based Evaluation in
Second Language Education
, p.88). Checklists can be adapted to allow for responses such as: Yes, No, Not Yet, or Always, Frequently, Sometimes, Rarely, Never.

+ Advantage: Checklists are useful as a form of self-assessment. They are especially effective when used in combination with rubrics.

- Disadvantage: Checklists are mostly used as a yes/no record without any reference to quality.

The checklists included on the following pages are sample checklists specifically designed to assess oral language. They can be modified to reflect the students' level of language and/or the students' age.

 

Checklist for "Yo" Unit - Third Grade, First Year Spanish

Student Name: _________________ Teacher/Class:_________________

    Student Teacher
  I CAN: YES NOT YET YES NOT YET
  Listening        
  1. understand and perform these actions when the teacher repeats them: silencio, sientense, levantense, escuchen, miren.        
  2. pick out a student who has the characteristics the teacher describes.        
  3. understand when someone says hello.        
  4. understand when asked how I feel.        
  5. understand when asked my name.        
  6. understand when asked my age.        
  7. show a number between 1-10 when someone else says it in Spanish.        
  Speaking        
  1. say hello to another person.        
  2. answer when someone says hello to me.        
  3. ask how someone is/feels.        
  4. answer how I am/feel when asked.        
  5. tell my name when asked.        
  6. ask someone their name.        
  7. say how old I am.        
  8. say something I like and dislike.        
  9. name 5 body parts.        
  10. know 4 colors which describe me.        
  11. name 4 adjectives that describe me.        

Elementary Spanish Student Progress Checklist
Student's Name: _________________
Spanish Teacher:________________

Nine-week grading period (circle one) 1 2 3 4

In Spanish class, your child can:

 

1

2

3

1. Identify pictures of family members      
2. Name family members      
3. Sing songs with actions related to family      
4. Select number heard      
5. View a number and name it      
6. Tell the number for the date      
7. Give quantity of objects shown      
8. Sing number songs with action words      
9. Identify weather terms in pictures      
10. Name weather conditions      
11. Tell current weather conditions      
12. Name current month and day      
13. Sing songs about months and days      
14. Express preference of favorite day/month      
15. Hear a date and select it      

Student Indicators:

1 = Some of the time 2 = Most of the time 3 = All of the time

Expected Proficiency of Student:

  • Uses isolated word and learned phrases.
  • Uses vocabulary sufficient for handling classroom situations and basic needs.
  • Makes statements using learned materials.
  • Asks simple questions.
  • Expresses basic courtesies.
  • Understand short learned statements, questions, commands and courtesies.

Units Taught:

  • Family
  • Numbers
  • Weather
  • Months
  • Days

Objectives taught meet required Second Language goals of the NC Second Language Standard Course of Study.
Developed by Julie Bordo, Forest Hills Elementary, New Hanover County Schools

Third Grade Objectives. First 9 Weeks. Student and Parent Checklist.

These are some things we have been learning in our Spanish class during the first 9-weeks. Each student should check when they feel they are able to do each of these items. Then they are to take them home and say or show you (their parents) what they have learned. You are asked to initial each item that your child demonstrates. Do not worry about whether pronunciation is correct and do not be concerned if you don’t understand what your child is saying. The emphasis is on the process of interaction with your child.

 

Student Parent
- I know what it means to give myself a 1-2-3 evaluation at the end of each class

- I can say "My name is ______ " in Spanish

- I can ask someone what their name is in Spanish

- I can say how old I am in Spanish.

- I can ask someone how old they are in Spanish

- I can play the game "Papelito blanco, papelito azul"

- I know what to do when I hear these commands:

  • Siéntense
  • Levántense
  • Escuchen
  • Miren
  • Silencio

- I can name 5 colors in Spanish

- I know these body parts:

  • cabeza
  • ojos
  • nariz
  • manos
  • boca
  • orejas
  • pelo
  • brazo
  • caderas
  • hombros
  • pies
  • piernas

- I can identify the characteristics of a monster/creature I have drawn

- I can use a diagram to list characteristics my creature has/doesn’t have

- I can explain a Venn diagram that compares my creature with a classmate’s

- I can sing the song "Tia Monica"

   

Thank you, parents, for taking the time to let your child share these with you. If you find a majority of these skills have not been mastered, encourage your son or daughter to participate, respond and repeat in class, and to listen carefully. A foreign language has been shown to enhance a child’s learning in many ways, and it provides skills that are beneficial in all subject areas. Twenty-five minutes twice a week is not as much language instruction as I would like, but I think you can see that we utilize every minute! I am really enjoying these wonderful third grade students and teachers.

Joyce Lewis
Developed by Joyce Lewis, Swift Creek Elementary, Wake County Schools

Checklist for Unit on Family - Elementary Level

Student Name: ________________ Teacher/Class:________________________

Speaking Yes So So No
1. I can introduce myself.      
2. I can ask someone their name.      
3. I can list my family members.      
4. I can say their names in a full sentence.      
5. I can give my age.      
6. I can ask someone their age.      
7. I can describe myself.      
8. I can describe others in my family.      
Listening      
I. I can understand a passage read to me about another family.      
2. I can identify a picture when described to me.      
Reading      
1. I can match a written description of a person or a family with the correct picture.      

Foods, 5th Grade Checklist

Name: ____________________ Date:_________________

  CAN DO NOT YET
I can name all food groups and give examples of each    
I can classify foods by food groups easily    
I can answer questions about likes/dislikes with food vocabulary    
I can name at least 15 food items    
I can create a "balanced" meal using food objects    
I can order food in Spanish/French    
I can tell someone "I am hungry" and "I am thirsty"    
I can compare/contrast American and Spanish/French foods and eating customs    

Developed by Laura Rogers, Clyde Elementary School, Haywood County.

Geography, 5th Grade Checklist

Name: _________________________Date: __________________

 

  can do not yet
I can locate Spanish-speaking countries on a map    
I have labeled maps of all Latin American countries    
I can identify major geographical features of Mexico and Brazil    
I know the terms for geographical features in Spanish    
I know how many countries in the world are Spanish speaking    
I understand why Spanish is spoken in these countries    
I can name major resources of Latin American countries    
I can identify some of the famous people in history, government, and the arts from Latin America    
I can tell who the Maya people were, where they lived, and what they believed    
I can tell who the Aztec people were, where they lived, and who conquered them    
I can tell who the Inca people were, where they lived, and who conquered them    
I understand some of the current problems facing Brazil and other countries where the rainforest is being destroyed    

Developed by Laura Rogers, Clyde Elementary School, Haywood County

Shopping for School Clothes (MG)

Name: ______________________Grade:_______
Class: ________________

  Student Peer Teacher Parent
1. I can name and ask for basic clothing.             
2. I can describe what I am wearing today.               
3. I can describe what someone else is wearing.               
4. I can ask a salesperson for different sizes.                
5. I can identify 3-5 accessories.                          
6. I can express my likes and dislikes about clothing.                             
7. I can ask for the price of clothing.                       
8. I can listen to commercials for clothing and answer simple questions.        
9. I can identify seasonal clothing.          
10. I can identify at least 3 traditional articles of clothing worn by the target culture.        

I found the following 3 tasks to be difficult:

1.

2.

3.

I would like to demonstrate the following 3 tasks:

1.

2.

3.

Spanish and French I Middle School Checklist for End of First Quarter
(Glasgow Middle School, Fairfax County, 1996).

SPEAKING

ST T P
1. I can introduce myself      
2. I can greet a peer      
3. I can greet an adult      
4. I can ask and tell where someone is from      
5. I can identify myself and spell my name      
6. I can ask and tell the date      
7. I can count and use numbers to 31      
8. I can find out when something occurs      
9. I can ask and give phone numbers      
10. I can ask and tell the time      
11. I can express agreement and disagreement      
12. I can express preference about food, sports, leisure, and home activities      
13. I can ask who does something      
14. I can identify common classroom objects      
15. I can express likes and dislikes about leisure, home, and school activities      

WRITING

1. I can write statements expressing likes and dislikes about leisure, home, and school activities      
2. I can write a dialogue including greetings, time, and expressions of likes, dislikes of food, sports, leisure, and home activities      

READING

1. I can read a simple letter expressing likes and dislikes and answer true/false statements in response.      

LISTENING

1. I can listen to discussions about likes and dislikes and respond to questions.      
2. I can respond to questions about time, health, and numbers      

CULTURE

1. I can identify countries where my target language is spoken      
2. I can identify formal and informal situations which call for a different form of address      

ST: student, T: teacher, P: parent

Self-Assessment Checklist
Weekly Schedule of Events (HS)

Name: ____________________ Class:__________ ___ Date:______________

  Student Peers Parents
Speaking/Writing

- I can name the days of the week..........................

- I can give today’s date........................................

- I can say the following things:

I get up.....................................................

I take a shower/bath....................................

I eat breakfast.............................................

I go to school.............................................

I eat lunch.................................................

I go home/to work......................................

I eat dinner................................................

I watch T.V................................................

I go to sleep...............................................

- I can list the different forms of transportation used during my daily activities.....................................

- I can name the destinations (or locations) of my daily activities....................................................

- I can tell how I get to school................................

- I can express my daily activities using the expression "I’m going..."...................................................

- I can write a daily/weekly schedule about my activities...........................................................

- I can write a letter to a friend describing my daily activities..........................................................

     
Reading/Speaking/Listening

- I can read another student’s schedule and discuss or compare our activities.........................................

     
Culture

- I can read schedules for buses, trains, airlines from Spanish newspapers and magazines......................

- I can read T.V.schedules.....................................

     

List 3 things that you are willing to reteach to other students.

1.

2.

3.

List 3 things that you would like to be re-taught by another student.

1.

2.

3.

Self-Assessment Checklist
Summertime Fun (HS)

Name: _____________________ Class: ____________
Date: _____________

I CAN...

_____1. tell my friends where I am going.

_____2. tell what I am going to do.

_____3. list, orally and in writing, what I am taking on my trip.

_____4. ask another person what he/she is taking.

_____5. go to the store and ask the salesperson for what I need.

_____6. count money to pay for my supplies.

_____7. ask and give directions in case I get lost.

_____8. read a map.

_____9. listen to a weather report and understand what weather I may encounter.

_____10. send a postcard to my penpal describing what I did on my trip.

This was fun because

This was hard because

If I could redo this activity, I would

Parent Signature:____________________

Group Participation Checklist

Criteria for Group Participation Evaluation Often Sometimes Not Yet
Leans forward to engage in conversation or activity      
Makes eye contact      
Asks clarifying questions      
Maintains focus on conversation or activity      
Initiates ideas      
Builds or contributes to another’s ideas      
Acknowledges another’s contributions      
Seeks contributions of others      
Answers questions      
Asks questions      
Plans for improving participation skills

Adapted from Outcome-Based Restructuring Presentation, the High Success Network, Eagle, Colorado, 1992

Conversational Skills - Self Assessment

In today's activity Often Sometimes Never
1. I checked to make sure that everyone understood what I said.

2. I gave explanations whenever I could.

3. I asked specific questions about what I did not understand.

4. I paraphrased what others said to make sure that I understood.

5. I encouraged others to speak by making such remarks as "I'd like to know what ----- thinks about that" and "I haven't heard from -----yet" and "What do you think, -----?"

     

Source: Scarcella and Oxford, 1992.

B. Rubrics

There are three kinds of rubrics which are especially effective when assessing students' oral language. They are as follows:

1. Primary Trait Rubric
2. Holistic Rubric
3. Analytic Rubric

1. Primary Trait Rubric: In a primary trait rubric, the focus is placed on one feature.

+ Advantage: The primary trait rubric focuses on one aspect of the language.

- Disadvantage: This rubric ignores the other elements of speaking that are important.

Following is an example of a primary trait rubric.

Primary Trait Rubric: Persuading an audience

0 Fails to persuade the audience

1 Attempts to persuade, but does not provide sufficient support.

2 Presents a somewhat persuasive argument, but without consistent development and support.

3 Develops a persuasive argument that is well-developed and supported.

Source: Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers, 1998.

2. Holistic Rubric: A holistic rubric involves a general listening of the passage for the purpose of attaining a global impression of the entire passage.

+ Advantage: The holistic rubric is quick and easy to use.

- Disadvantage: It provides little feedback to students.

3. Analytic Rubric: An analytic rubric separates the different components and scores them individually.

+ Advantage: The analytic rubric provides objectivity. It forces the scorer to consider all the different criteria and it gives students useful and focused feedback.

- Disadvantage: In this rubric, more value is placed on the parts than the whole.

The following pages include samples of holistic and analytic rubrics to be used when assessing oral language.

Holistic Rubric for Oral Assessment

An "A" student:

o Makes minimal errors.
o Uses rich and varied vocabulary.
o Speaks with excellent pronunciation.
o Speaks smoothly without stopping.
o Uses a variety of sentence structures.

A "B" student:

o Demonstrates competence, but makes some errors.
o Makes only minor errors that do not interfere seriously with communication.
o Uses a broad range of vocabulary.
o Has good pronunciation.

A "C" student:

o Demonstrates competence, but makes frequent errors.
o Probably would not be entirely understood by a native speaker.
o Speaks with mediocre pronunciation.
o Hesitates when speaking, but shows an awareness of correct usage by self-correcting.

A "D" student:

o Makes so many errors that he/she cannot be understood.
o Hesitates often.
o Pronounces the language poorly.
o Uses English occasionally.
o Has major weaknesses in grammar and pronunciation.

An "F" student:

o Makes no attempt to speak or is completely incomprehensible.
o Has weak vocabulary and/or uses primarily English to respond.
o Did not respond appropriately for the task assigned.

From correspondence with: Michael Blaz. {mdblaz@juno.com} "Oral Assessment." {FLTEACH@LISTSERV.ACSU.BUFFALO.EDU} August 8, 2000.

 

Generic Holistic Rubric for Productive Skills

3   Exceeds Expectations

• Message very effectively communicated
• Rich variety of vocabulary
• Highly accurate, showing no significant patterns of error
• Content supports interest level
• Self-correction increases comprehensibility

2   Meets Expectations

• Message generally comprehensible
• Vocabulary is appropriate, with some groping
• Accuracy appropriate to stage, although some patterns of error may interfere with comprehension
• Content is predictable, but adequate
• Occasional self-correction may be successful

1   Does Not Meet Expectations

• Message communicated with difficulty and is unclear
• Vocabulary often inappropriate, leading to miscommunication
• Significant patterns of error
• Content repetitious
• Self-correction is rare and usually unsuccessful

0 •Unratable Sample

• No consistent use of target language
• Off task

Source: Rubric for holistic scoring. Reprinted with permission from Articulation & Achievement Copyright @ 1996 by College Entrance Examination Board. All rights reserved.

Generic Holistic Rubric for Oral Performance

Student Name: ________________ Date: ______________

0
- No response
- Incoherent response
- Not understandable
- Information not communicated

1
- Very little information given
- Uses very little vocabulary
- Unnatural pausing
- Fragmented statements
- Barely understandable
- Few statements are structurally correct

2
- Some information given
- Uses limited vocabulary
- Pausing is evident
- Some parts are understandable
- Some signs of organization and structures in sentences

3
- Most information given
- Coherent
- Generally structurally correct
- Uses more vocabulary
- Very few pauses
- Most of the message is understandable

4
- All information is given
- Statements are coherent, grammatically correct, and organized
- Uses varied vocabulary
- Pauses seem natural
- Message is completely understandable
- Speech seems natural

Developed by Wanda Nieves, Eastern Wayne Middle School, Wayne County

Generic Holistic Speaking Rubric

5
Message clearly communicated. Vocabulary control good. Able to circumlocute when necessary. Grammar correct in areas studies. No major patterns of weakness

4
Message almost entirely understood. Appropriate use of vocabulary. Grammar generally accurate with some minor errors. Lacks some words, may have to repeat some ideas to clarify.

3
Generally comprehensible. Gropes for vocabulary at times. Problems with any but basic structures. Message carried primarily by lexicon (vocabulary).

2
Miscommunicates often. Depends on listener for clarification. Puts across some ideas, but with difficulty.

1
Communicates barely. Great difficulty with structures. Most sentences are fractured and rendered by words rather than structures.

0
No show, no speech, no effort.

Developed by June Phillips, Tennessee Foreign Language Institute

Generic Holistic Speaking Skills Rubric

(0) No response. Task is not addressed. No information is communicated by the student or it is communicated in English. The message is incoherent and cannot be understood at all.

(1) Communicates very little relevant information. Statements are barely coherent, shows no evidence of organization, and employs minimal vocabulary to address the task. Very few statements are structurally correct. There are many unnatural pauses, with halting and fragmentary delivery throughout. Message is barely understood.

(2) Communicates some relevant information with some evidence of organization and structural accuracy. Employs limited vocabulary. The delivery is halting and fragmentary with some natural pauses. Some parts of the message can be understood.

(3) Most of the information communicated is relevant with most statements being generally coherent. The information displays some evidence of organization and is generally structurally correct. Employs adequate vocabulary to address the task. There are very few unnatural pauses, and most of the message can be understood.

(4) All information communicated is relevant with all statements being coherent, organized and structurally correct. Employs a variety of vocabulary. There are no unnatural pauses. The speech is almost effortless, and the entire passage can be understood.

Developed by Duplin County’s teachers

Generic Analytic Speaking Rubric

Effort
0 no effort to complete task
1 little effort to communicate
2 some effort to communicate
3 real effort to communicate
4 unusually high effort to communicate

Amount of Communication
0 no relevant information communicated by student
1 very little information communicated by student
2 some relevant information communicated by student
3 most relevant information communicated by student
4 all relevant information communicated by student

Comprehensibility
0 could not understand anything student said
1 could understand only isolated words
2 could understand short sentences
3 could understand most of what student said
4 could understand everything student said

Fluency
0 very many unnatural pauses, halting and fragmentary delivery
1 quite a few unnatural pauses, halting and fragmentary delivery
2 some unnatural pauses
3 few unnatural pauses
4 no unnatural pauses, almost effortless and smooth

Quality of Communication (Accuracy)
0 no statements are structurally correct
1 very few statements are structurally correct
2 structural problems and inaccuracies, although some statements are correct
3 most statements are structurally correct
4 all statements are structurally correct

Developed by Schultz and Bartz as adapted by Miller and Cole

Analytic Rubric for Oral Performance

Task Completion
1. Minimal completion of the task and/or responses frequently inappropriate
2. Partial completion of the task, responses mostly appropriate yet undeveloped
3. Completion of the task, responses appropriate and adequately developed
4. Superior completion of the task, responses appropriate and with elaboration

Comprehensibility
1. Responses barely comprehensible
2. Responses mostly comprehensible, requiring some interpretation on the part of the listener
3. Responses comprehensible, requiring minimal interpretation on the part of the listener
4. Responses readily comprehensible, requiring no interpretation on the part of the listener

Fluency
1. Speech halting and uneven with long pauses and/or incomplete thoughts
2. Speech choppy and/or slow with frequent pauses, few or no incomplete thoughts
3. Some hesitation, but manages to continue and complete thoughts
4. Speech continuous with few pauses and stumbling

Pronunciation
1. Frequently interferes with communication
2. Occasionally interferes with communication
3. Does not interfere with communication
4. Enhances communication

Vocabulary
1. Inadequate and/or inaccurate use of vocabulary
2. Somewhat inadequate and/or inaccurate use of vocabulary
3. Adequate and accurate use of vocabulary
4. Rich use of vocabulary

Grammar
1. Inadequate and/or inaccurate use of basic language structures
2. Emerging use of basic language structures
3. Emerging control of basic language structures
4. Control of basic language structures

Fairfax County Public Schools - PALS Performance Assessment for Language Students, 1999

 

Monster Description/Comparative Project. Elementary Level

CRITERIA

THE TIMID GHOST

SPACE ALIEN

COUNT DRACULA

NUMBER OF CHARACTERISTICS Uses 5 or fewer characteristics to describe their monster Uses 6 or 7 characteristics to describe their monster Uses at least 9 characteristics to describe their monster
AMOUNT OF LANGUAGE Names parts, uses no verbs or numbers Names parts, does not use verbs and numbers consistently Names parts and uses verbs and numbers consistently
CORRECT DESCRIPTION MATCHES PICTURE Student description of monster is generally accurate, but with a number of inconsistencies Student description of monster is mostly accurate, except for a few minor inconsistencies Student description of monster is entirely accurate with no inconsistencies
STUDENT PARTICIPATION Student participates in the project, but with reluctance Student willingly participates in the project, but dominates discussion, takes over, or doesn’t carry his/her full share of the load Student participates in the project as a full partner and carries his/her full share of the load

Developed by Joyce Lewis, Swift Creek Elementary, Wake County

Oral/Aural Rubric ¿Quién soy? Level I (HS)

Criteria

El Penoso

1

El Embajador

2

El Papagayo

3

Content Presentation includes at least 7 of 10 required elements Presentation includes all 10 required elements Presentation includes all required elements and descriptive enhancements
Structure Presentation lacks correct usage of grammar elements Presentation demonstrates correct usage of most grammar Presentation shows correct language of all required elements
Fluency and Comprehensibility Presentation is delivered with many pauses and pronunciation errors.

Difficult to understand

Easily understood despite errors Completely understood with few errors
Listening Submitted acceptable notes from 1/3 of the presentations Acceptable notes on 2/3 of the presentations Submitted acceptable notes on all presentations

Developed by participants in the AAA project

Presentación Oral - Rubric para los "anuncios"

CRITERIA 4 3 2 1
MANDATOS At least three command forms are used correctly. At least two command forms are used correctly. At least one command form is used correctly. There are no command forms used correctly, but the effort was there.
INFORMACION There is extensive descriptive information (2). It is structurally correct (2). There is extensive descriptive information (2) but it has structural inaccuracies (1). Descriptive information about the product is limited (1) with structural inaccuracies (1). There is almost no descriptive information about the product. Many inaccuracies make it incomprehensible.
PRONUNCIACION Presentation is smooth (2). There are no glaring pronunciation errors (2). Presentation is smooth (2). There are a few errors in pronunciation (1). Presentation is halting (1). There are several pronunciation errors (1). Presentation is so halting and pronunciation errors are so numerous, that it is difficult to understand.
PRESENTACION Props are included (2). The presentation delivery is animated and persuasive (2). Props are included (2). The delivery shows limited animation or persuasion (1). There are limited props (1). The delivery shows little animation or persuasion (1). There are no props and the delivery shows no animation, nor persuasion.

Developed by Pat Cotton, Apex HS, Wake County

The following grading scale insures that any student who shows evidence of preparation and gets up in front of the class and gives an oral presentation will have a strong chance or receiving a passing grade. This is the basic scale for rubrics with the general four by four criteria.

16 - 100 13 - 93 10 - 85 7 - 78 4 - 70 1 - 63
15 - 98 12 - 90 9 - 83 6 - 75 3 - 68
14 - 95 11 - 88 8 - 80 5 - 73 2 - 65

Español III, Oral/Aural Daily Grade

Nombre: ________________________

0 1 2 3 4
Did not speak any Spanish Spoke Spanish to the teacher in response to a question. Spoke Spanish to either teacher or another student on own initiative, not just in response to a question. Spoke Spanish on own initiative to both the teacher and another student. Spoke Spanish more than once to both the teacher and other students on own initiative.
Was inattentive in class and did not understand anything that was going on. Tried to listen and understood at least one conversation or set of instructions Participated well in class and understood at least 1/2 of the Spanish conversations and instructions. Listened attentively throughout all of the class and understood most of the Spanish spoken. Listened attentively throughout all of the class and understood all important conversations and instructions.
Spoke English repeatedly in class without permission. Spoke English in class when it was not necessary and could have been avoided. English was spoken occasionally, but not consistently nor intentionally. Forgot and inadvertently spoke English, but tried to keep to Spanish. Did not speak English in class. Spoke only Spanish.
Total your points and assign an average each day you grade yourself.

12 = 100, 11 = 97, 10 = 94, 9 = 91, 8 = 88, 7 = 85, 6 = 82, 5 = 80,

4 = 78, 3 = 75, 2 = 72, 1 = 70

 

La fecha La nota El promedio La fecha La nota El promedio
   
   
   
   
   
   
   
   
   
   

Developed by Pat Cotton, Apex HS, Wake County Schools

Oral Presentation Rubric

Name:_________________________ Date: __________________

  Exceptional Admirable Acceptable Amateur
Content Abundance of material clearly related to thesis; points clearly made; varied use of materials Sufficient information relating to thesis; many good points made; uneven balance; little variation Great deal of information not clearly connected to the thesis Thesis not clear; information included does not support thesis in any way
Coherence and Organization Thesis clearly stated and developed; specific examples appropriate; conclusion clear; flows together; succinct, but not choppy; well organized Most information presented in logical sequence. Generally very well organized, but better transitions needed Concepts and ideas are loosely connected; lacks clear transitions; flow and organization are choppy Presentation is choppy and disjointed; does not flow; no apparent logical order of presentation
Creativity Very original presentation of material; uses unexpected to full advantage; captures audience's attention Some originality apparent; good variety and blending of materials/media Little or no variation; material presented with little originality or interpretation Repetitive with little or no variety
Material Balanced use of multimedia materials; use of media varied and appropriate Use of multimedia not as varied and not as connected to thesis Choppy use of multimedia; multimedia not clearly connected to thesis Insufficient or ineffective use of multimedia
Speaking Poised; clear articulation; proper volume. Good posture and eye contact; enthusiasm; confidence Clear articulation, but not as polished Some mumbling; little eye contact; uneven rate; little or no expression Inaudible or too loud; no eye contact; rate too slow/fast; speaker uninterested and monotone

Adapted from Prentice Hall Web Site, http://www.phschool.com/head_ss/index.htm, June 1999

Daily Performance Grade

9-10 Exceeds the standard
Helps facilitate classroom activity
Demonstrates engaged, active learning throughout the class period
Makes consistently strong contributions to the classroom activity

8 Meets the standard
Participates in a generally constructive way
Demonstrates engaged, active learning throughout the class period
Makes some contributions to the classroom activity

7 Approaches the standard
Has little negative or positive effect on the class and its progress
May be grappling with the ideas addressed in class, but shows little evidence of learning
Prepared, but makes little contribution to the class activity

5-6 Falls below the standard
Has more of a negative than positive effect on the class
Required work or preparation incomplete
Disruptive behavior makes learning difficult for others
Refuses to stay on task

0 Sent out of class or truant

Developed by Debbie Fowler, St. Johnsbury, VT

Multiple assessments for 6th Grade Family Unit

6th Grade French Checklist "Ma Famille et Moi"

  Skills Student Teacher
1 I can introduce myself.    
2 I can introduce family members.    
3 I can ask somebody’s name.    
4 I can ask who somebody is (directly or indirectly).    
5 I can tell my age.    
6 I can tell my family member’s age.    
7 I can ask somebody’s age.    
8 I can say where I live.    
9 I can say where my family members live.    
10 I can ask where somebody lives.    
11 I can describe myself.    
12 I can describe my family members.    

6th Grade French Rubric "Ma Famille et Moi" - Oral Presentation

  Vocabulary related to the family Additional details Pronunciation Presentation
3 Talked about more than four members of my family other than self. Gave more than one detail about each person. A native speaker could understand presentation. Looked like a pro!
2 Talked about two to four members of my family, other than self. Gave one detail about each person. The teacher and peers understood presentation. Needs to loosen up some!
1 Only talked about self. Did not give details. Only the teacher understood presentation. Is there a scary animal in the classroom?
0 No response No response Nobody understood Mute!

Developed by Anne Thibodeau, Canton MS, Haywood County

Blank Analytic Rubric Form

CRITERIA 1 2 3 4
 

 

 

 

 

 

 

     
 

 

 

 

 

 

       
 

 

 

 

 

 

       
 

 

 

 

 

 

       
 

 

 

 

 

 

       

Rhonda Hatcher, Richmond County

C. Classroom Observations

Foreign language teachers have always watched and observed their students in the classroom, and they have made instructional decisions based on these observations. However, too often the observations have remained unrecorded and informal. A perfect example is in the way we assign grades for classroom participation. The guidelines for these grades are often vague (you have to speak the language, be ready, and participate) and hard to defend to administrators and parents.

+ Advantage: Observations give excellent information on student performance.

- Disadvantage: They can be cumbersome to record.

The following pages include some sample forms to record observations of students' oral production.

 

Class Observation Checklist

Teacher: __________________ Date: ____________ Class:___________
Language Function to Be Observed:________________________

Names of Students Frequently, Sometimes, Not Yet
 

 

 
   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

   

 

Class Observation Checklist

Name of Students Asks questions in TL Uses the TL on his/her own
 

 

   
     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

     

 

Class Observation Sheet

Objectives

Ann

Kathy

Jo

Jesse

Mary

John

Paul

Jane

Can introduce him/herself                
Can greet a peer and an adult                
Can ask and tell origin and nationality                
Can ask and tell where someone lives                
Can tell where he/she lives                
Can ask and tell someone's age                
Can tell his/her age                
Can ask and tell someone's telephone number                
Can use appropriate greeting gestures                
Can ask and state what someone likes and dislikes                
Can state three things they like and dislike                
Can name countries where the language is spoken                
Can identify on a map countries where language is spoken                
Can use appropriately formal and informal registers                

For optimum use of space turn the page sideways, write the objectives on the left side and the names of students across the top of the page.

 

 

<< Back | Table of Contents | Next >>