example advert rubric (primary, high school)...

www.clilandthings.com [email protected]

1

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

http://www.clilandthings.com/

mailto:[email protected]


2

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




3

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.




4

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




5

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:




7

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.




8

OVERALL IMPRESSION

The overall impression is of a highly effective presentation given by very competent presenters. The presentation was enjoyable, informative and interesting, and




9

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.




10

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.




11

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


- Opening statement

successfully frames the

issues; closing statement

summarizes many arguments

made in the debate

-Organized and generally

complete presentation of


- 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




12

Effective use of

historical evidence /

content knowledge

relevant to the topic

-Demonstrates thorough and


details as well as the ability to

make original connections

and interpretations

relevant to the topic

-Demonstrates thorough and


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


appropriate to the court

- Uses literary devices to add

interest


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




13

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.




14

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




15

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




16

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




17

EXAMPLES BY THE TEACHER MARTA CALVO

Self-assessment tool

What have I learned today?

What do I need to review?

My doubts:




18

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




19

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




20

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…




21

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




22

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”



example advert rubric (primary, high school)...

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