Sample Assessment Rubrics - New York State Education .
Sample A ssessmentRubrics101
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IntroductionThe following sample assessment rubrics can be modified by the teacher to match theunit activities of LOTE Checkpoint C. The sample rubrics define expectations forspeaking and writing.Assessment rubrics should accomplish three goals: inform the students of standards and expectations inform the students about levels of achievement inform the students about specific areas in need of improvement.Since the LOTE Checkpoint C level does not have formal standardized assessments, it isimportant that the teacher create some form of evaluation so that students are informedabout their progress. Teachers are encouraged to modify the enclosed rubrics or createtheir own, so that grades are not the only form of student assessment.Checkpoint C classroom teachers may prefer to distribute assessment rubrics at thebeginning of a unit, so that students are aware of expectations and understand how theirwork will be evaluated.The following rubrics, guidelines, and checklist are used in conjunction with the New YorkState LOTE assessments: Informal Speaking RubricGuidelines for SpeakingCheckpoint C Writing RubricWord Count GuidelinesWriting Checklist.103
Speaking RubricThis rubric uses four 5-point scales (20 total points). Select some or all of the topics forassessment purposes. For example, vocabulary may be deleted or combined withanother category.Pronunciation543210Phonetically correctAlmost error-freeAwareness of accentGenuine effort to sound like native speakerComprehensible, generally correctOccasional errorFrequent errors that confuse listener andrequire guessing at meaningMany errors that interfere withcomprehensibilityMost utterances contain errorsMany utterances are incomprehensibleLittle communicationNo attemptFluency543210VocabularySyntax543210No grammatical errorsSpeaker self-corrects without hesitationTwo or fewer syntax errorsMinor errors that do not impede communicationFrequent errorsSelf-corrects on someMany errors (agreement, verb forms)Errors in basic structuresErrors impede communicationMost structures incorrectConstant use of infinitive; no conjugationListener understands only because of pastexperienceNo attempt or repeats cueSmooth flowQuick, continuous flowNatural pausesOccasional hesitation, searching for wordsSpeaker can self-correct and respond tocuesHalting, hesitatingVisibly translating before respondingCan rephrase and respondFrequent hesitations, searches for wordsOverly translates questions before responseRepeats question word before responseEventually respondsConstant searching for vocabulary, verb tenseDoes not complete utterancesNo attemptMay repeat cue543210104Very good; wide rangeUses appropriate and new words andexpressionsInteresting responseGood, appropriate vocabularyGenerally good responseVocabulary is just adequate to respondNo attempt to vary expressionsBasicInadequate vocabulary or incorrect use oflexical itemsCommunication difficultDoes not complete responsesResponses one or two words in lengthVocabulary repeatedNo attemptTotally irrelevant answer
Informal Speaking RubricDimensionThe student: 4321Is willing to initiate speech,utilizing appropriateattention-getting devices.Asks questions and speaksevenly.Sometimes initiates speech,using attention-gettingdevices. Sometimes asksquestions and speakshesitantly.Is reluctant to initiate speechInitiationEagerly initiates speech, uti lizing appropriate attentiongetting devices. Easily asksquestions and speaksspontaneously.ResponseAlmost always respondsappropriately toquestions/statements.Frequently respondsappropriately toquestions/statements.Sometimes respondsappropriately toquestions/statements.Rarely responds appropriatelyto fies and continues con versation, using all or someof the following strategies: circumlocution survival strategies intonation self-correction verbal cuesUses all or some strategies,but may need occasionalprompting.Uses some strategies andneeds frequent prompting tofurther the conversation.Uses few strategies. Reliesheavily on conversation part ner to sustain conversation.Rarely responds even withfrequent prompting.Vocabulary Incorporates a variety ofold and new vocabulary. Uses idiomatic expres sions appropriate to topic. Speaks clearly andimitates accuratepronunciation. Utilizes a variety of old andlimited new vocabulary. Attempts to use idiomaticexpressions appropriate totopic. Speaks clearly andattempts accuratepronunciation. Relies on basic vocabulary. Speech is comprehensiblein spite ofmispronunciations. Uses limited vocabulary. Mispronunciations impedecomprehensibility.Makes several errors instructure that do not affectoverall comprehensibility.Makes several errors thatmay interfere withcomprehensibility.StructureMakes few errors in the fol lowing areas: verbs in utterances whennecessary with appropri ate subject-verb agreement noun and adjectiveagreement correct word order andarticle adjectivesErrors do not hindercomprehensibility.Frequently uses/interpretscultural manifestations whenappropriate to the task.Sometimes uses/interpretscultural manifestations whenappropriate to the task.Almost always uses/inter prets cultural manifestationsCulturalwhen appropriate to the taskAppropriateness (e.g., greeting, leave taking,gestures, proximity, etc.).Conversion Chart22-24 1019-21 917-18 814-16 7A zero can be given in any of the above dimensions when the student’s performance falls belowthe criteria described for a score of “1.”10512-1310-117-95-6and struggles to askquestions. Speech is halting.Makes utterances that are sobrief that there is littleevidence of structure andcomprehensibility is impeded.Rarely uses/interpretscultural manifestations whenappropriate to the task.65433-41-221
Guidelines for SpeakingEach utterance receives2 Points (Checkpoint C) if it is.Comprehensible1 Point (Checkpoint B/C) if it ntains a preponderance of thefollowing Checkpoint C attributes: Initiates and/or sustains and/oradvances the conversation Uses common verb tense forms(including, past, present, future) Uses accurate structure Is articulated comprehensibly Uses a variety of vocabulary thatmay expand or clarify meaning Is extended (may contain morethan one short, discrete utterance) Uses culturally correct gestures,social conventions, and/oridiomatic expressions.0 Points if it is.IncomprehensibleAND/ORInappropriateBUTIs a single, short, discrete utterance consisting exclusively ofCheckpoint B vocabulary/structuresORDisregard if it is a.Contains little or no evidence ofCheckpoint C attributes (seeCheckpoint C) Yes/No response Socializing device Restatement of all or essentialparts of what the teacher said Proper noun(s) in isolationIn order to be scored, a student utterance at Checkpoint C must be: Comprehensible: Utterance makes sense to native speakers who know no English, but who areaccustomed to speaking with non-native speakers;AND Appropriate: Utterance contributes to the completion of the task.In order to receive TWO POINTS, a student utterance:Contains a preponderance of the following attributes AND IS NOT a single, short, discrete utterance: Initiates and/or sustains and/or advances the conversation, but may contain repetition,hesitation, or circumlocution. Uses common verb tense forms (including past, present, future), but may contain minorerrors in formation and selection. Uses accurate structure in simple constructions, but may contain errors in more complex ones. Is articulated comprehensibly, but with difficulty for certain sounds, or in certain positions or com binations. Uses a variety of vocabulary that is appropriate to the situation and may expand orclarify meaning, but there may be minor inaccuracies. Is extended, but may contain short, discrete responses. Uses culturally correct gestures, social conventions, and/or idiomatic expressions whenappropriate.Note: Each utterance does not have to satisfy all of the criteria articulated above in order to score two points. The quality of the utteranceshould be predominantly characterized by these descriptors.106
Spontaneous Conversation RubricComprehension: The ability to understandVocabulary: Words and expressions used inwhat is said to the speaker.the target language.2102Shows ability to understand the targetlanguage when spoken at a somewhatnormal rate of speed, with only onerepetition or rephrasing, if necessary.Can understand the target language whenspoken at a somewhat normal rate of speed,with more than one repetition orrephrasing.Does not seem to understand the targetlanguage.10Uses excellent vocabulary with relative ease.Demonstrates an increasing knowledge ofwords and expressions.Uses vocabulary that is just adequate torespond. No attempt is made to use a varietyof expressions. Generally understood, butlimited to the very basic.Makes no attempt, or response is totallyirrelevant or inappropriate.Fluency: Easy, smooth flow of speech, withina reasonable amount of time (15–20 seconds).Pronunciation: Pronouncing words in sucha way that native speaker would understandwhat is being said.210Can be understood in the target language,but may make few or minor errors. Makesan effort to sound “native,” i.e., uses targetlanguage speech patterns, intonation, andphrasing.Can be understood in target language, butmay make one or two major errors and/orhas some interference from Englishlanguage speech sounds, patterns, andrules.Makes major errors and/or uses Englishpronunciation rules to speak in the targetlanguage, or doesn’t/can’t respond.210Has a generally smooth flow, withself-correction and little hesitation.Speaks slowly, using hesitant or haltingspeech.Makes no attempt or shows constant hesitation.Grammar: Word order and sentencestructures in the target language.210107Demonstrates good use of grammaticalstructures. Makes no grammatical errors, ora few minor grammatical errors that do notinterfere with communication.Uses a range of grammatical structures, butmay make several grammatical errors thatdo not interfere with communication.Makes many grammatical errors thatnegatively affect communication, ordoesn’t/can’t respond.
Speaking Situations RubricPcheckratelace a check next to the appropriate statement that accurately reflects the student’sperformance. Circle the overall rate that represents the student’s performance.1Pronunciation Consistently interferes with comprehension of the messageFluency Even with extraordinary effort on the part of the listener, understanding is difficultComprehension The student consistently fails to understand what is being said/asked23Pronunciation Often interferes with comprehension of the messageFluency An effort is required on the part of the listener to understand what is being saidComprehension The student understands less than half of what is said/asked; repetition andrephrasing are often needed45Pronunciation Only occasionally interferes with comprehension of the messageFluency Ideas are expressed without excessive pauses at a speed that may occasionallydistract the listenerComprehension The student understands most of what is said/asked67Pronunciation Seldom interferes with comprehension of the messageFluency Ideas are expressed with few pauses at a speed that rarely distracts the listenerComprehension The student has a good overall understanding of what is said/asked89Pronunciation Very rarely interferes with comprehension of the messageFluency Ideas are expressed without unnatural pauses and at a natural speedComprehension The student understands virtually everything that is said/askedcheck10rateA. Pronunciation and ComprehensionB. Vocabulary and Grammar12Vocabulary The vocabulary is inadequate; there is no idiomatic feelAccuracy Errors often interfere with the message34Vocabulary Uses a limited range of vocabulary; there are very few idiomatic expressionsAccuracy Errors at times interfere with message5Vocabulary Uses a range of vocabulary appropriate to the theme under discussion; uses someidiomatic expressionsAccuracy Errors seldom interfere with the message67Vocabulary Uses a wide range of vocabulary appropriate to the theme under discussion; mostexpressions have an idiomatic feel to themAccuracy Errors never interfere with the message8Score AScore BFinal Score:108
Storytelling RubricPratechecklace a check next to the appropriate statement that accurately reflects the student’sperformance. Circle the overall rate that represents the student’s performance.1Pronunciation Consistently interferes with comprehension of the messageFluency/pace Even with extraordinary effort on the part of the listener, understanding is difficultComprehension The student consistently fails to understand what is being read23Pronunciation Often interferes with comprehension of the messageFluency/pace An effort is required on the part of the listener to understand what is being saidComprehension The student understands less than half of what is read; stops and repetitions are oftenneeded45Pronunciation Only occasionally interferes with comprehension of the messageFluency/pace Sentences are read without excessive pauses at a speed that may occasionally distractthe listenerComprehension The student understands most of what is read67Pronunciation Seldom interferes with comprehension of the messageFluency/pace Sentences are read with few pauses at a speed that rarely distracts the listenerComprehension The student has a good overall understanding of what is read89Pronunciation Very rarely interferes with comprehension of the messageFluency/pace Sentences are read without unnatural pauses and at a natural speedComprehension The student understands virtually everything that is readcheck10rateA. Pronunciation and ComprehensionB. Expression and Response12Tone of voice Monochord, no expressionAudience’s response Nonexistent, no eye contact, unresponsive/fidgety34Tone of voice Limited variations of expressionAudience’s response Limited eye contact, somewhat responsive56Tone of voice Varied/appropriate expressionAudience’s response Eye contact, audience is responsive78Tone of voice Wide range of expressionAudience’s response Very responsive, anticipating, participatingScore AScore BFinal Score:109
General Writing RubricThis rubric uses four 5-point scales (20 total points). Select some or all of the topics forassessment purposes. For example, vocabulary may be deleted or combined withanother category.CoherencyContent543210Contextually correctAlmost error-freeGenuine effort to write like a native speakerComprehensible, generally correctOccasional errorFrequent errors that confuse reader andrequire guessing at meaningObvious translation from English that isdifficult to followErrors interfere with comprehensibilityMost clauses contain errorsMany phrases are incomprehensibleFails to communicate main ideasNo responseDoes not fit topic543210VocabularySyntax543210Smooth flowVery good transitionAppropriate punctuationGood use of transition, flowEach clause fits within contextChoppyVisibly translatedComprehensibleMuch use of EnglishMany restatements of same informationUses language significantly below expectedlevelInappropriate phrases, isolated wordsUses unrelated vocabularyIncomprehensibleNo response5No grammatical errorsFew syntax errorsMinor errors that do not impedecommunicationFrequent errorsMany errors (agreement, verb forms)Errors in basic structuresErrors impede communicationMost structures incorrectConstant use of infinitive; no conjugationReader understands only because of pastexperienceNo attemptIndecipherable or illegible response43210110Very good; wide rangeUses appropriate and new words andexpressionsInteresting responseGood, appropriate vocabularyGenerally good responseVocabulary is just adequate to respondNo attempt to vary expressionsBasicInadequate vocabulary or incorrect use oflexical itemsCommunication difficultIncomplete sentences or fragmentsVocabulary repeatedInappropriate vocabularyNo attemptTotally irrelevant answer
Writing RubricEssays, Compositions, Letters, Journals, Stories, Reactions, Summaries54321Well-organized and articulated. Most of this written piece is appropriate and comprehensible.Shows subject-verb agreement, noun-adjective agreement (number and gender), makes aconscious effort to use accents, very few spelling errors. Makes use of new vocabulary andstructures. Attempts to use a wide range of vocabulary. Interesting to read.Well-organized. Appropriate and comprehensible in most parts. Communication is not affectedby interference from English. This piece contains more than a few grammatical errors inagreement, tense, accents, etc. Good use of vocabulary and structures.Expresses some ideas on the topic. Elements are appropriate and comprehensible. Containsmore than a few grammatical errors. No conscious effort to use accents. Adequate use ofvocabulary but could use more new words and structures.Not very well-organized and ideas are poorly expressed even though it may be comprehensible.Communication may be hindered by inadequate vocabulary and lack of proper use of irregularverb forms, spelling errors (accents lacking), and other basic errors.This piece is not acceptable for Checkpoint C level.Vocabulary54321Very good vocabulary. Uses a wide range. Makes use of appropriate and new words andexpressions. Interesting, creative response.Good vocabulary. Makes use of appropriate words and some new lexical items. Generally goodresponse.Vocabulary is just adequate to respond. No attempt made to use a variety of expressions.Generally understood but limited to the very basic.Inadequate vocabulary or incorrect use of lexical items, leading to a lack of communication.Does not complete answers due to the lack of vocabulary. Answers tend to be one or two wordsin length.Syntax54321No grammatical errors.One or two errors in structure. They are very minor and do not interfere with communication.More than a few grammatical errorsMany errors in agreement (noun-adjective and number and gender), inappropriate verb formsused. These errors occur in structures that are basic at this level. Errors affect communication.Most structures are incorrect. Constant use of the infinitive form of the verb, no evidence ofknowledge of conjugation.111
Checkpoint C Writing Rubric*Dimension321Purpose/Task Accomplishes the task;includes many detailsthat are clearly connect ed to the development ofthe task, but there maybe minor irrelevancies.Accomplishes the task;includes some detailsthat are generally con nected to the develop ment of the task, butthere may be some irrel evancies.Accomplishes the task;includes few details,some of which may beonly loosely connect ed to the task. Thereare many irrelevancies.Attempts to accomplishthe task; makes somereference to it butprovides few or nosupporting details.OrganizationExhibits a logical andcoherent sequencethroughout; provides aclear sense of a beginning, middle, and end.Makes smooth transi tions between ideas.Exhibits a logicalsequence; provides abeginning, middle, andend.Attempts to provide alogical sequence and/orthe beginning or endingis abrupt or unclear.Exhibits little order;provides a series ofseparate sentencesand/or disconnectedideas.Includes a wide vari ety of vocabulary thatexpands the topic, butthere may be minorinaccuracies.Includes a variety ofvocabulary related tothe topic.Includes basic vocabu lary; some vocabularymay be inaccurate orunrelated to the topic.Includes limited vocab ulary and/or mostvocabulary is inaccurateor unrelated to thetopic. Demonstrates a highDemonstrates somecontrol of CheckpointC structure/conventions: subject-verb agree ment present, past, futureideas expressed asappropriate noun-adjectiveagreement correct word order spelling/diacriticalmarksDemonstrates somecontrol of CheckpointC structures/conven tions.Demonstrates littlecontrol ofCheckpoint Cstructur
Teachers are encouraged to modify the enclosed rubrics or create their own, so that grades are not the only form of student assessment. Checkpoint C classroom teachers may prefer to distribute assessment rubrics at the beginning of a unit, so that students are aware of expectations and understand how their .
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_4.Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a list of criteria and gradations of quality. _5.Instructional rubrics are easy to use and to explain. _6.Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.
Sample Responses and Rubrics Two of the four expository clarification prompts and two of the four expository point-of-view prompts have sample responses. Both of the persuasive prompts have sample responses. The narrative prompt also has sample responses. The three sample responses for each prompt are all modeled after the same basic essay.
Assistant Director, Assessment Programs . Overview of Session Overview rubrics Explain steps for implementing rubrics . o Art pieces o Resumes . Example data collection opportunities Students on an Alternative Sprin
Teacher Evaluation Rubrics by Kim Marshall – Revised January 2, 2014 Organization, Rationale, and Suggestions for Implementation 1. The rubrics have six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Deliver
Advanced Grading with Rubrics 3 Create a New Rubric from a Template After clicking Save and display (see page 1), click Create new grading form from a template. To find Rubrics you have used before, check the include my own forms box in the Grading forms search and type in a word that appears in you
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