BLM 16 Assessment Rubric—Second Subtask (Giving street directions to tourist sites)

knowledge/skills / level 1 / level 2 / level 3 / level 4
reading
Comprehension
Read and identify main ideas and details from model city map and written directions of classmate / • identifies few of the main elements and details / • identifies some of the main elements and details / • identifies most of the main elements and details / • identifies all or almost all of the main elements and details
writing
Communication
Create a city map that includes
• city name
• tourist sites
• illustrations of sites
Provide clear and accurate directions to various tourist sites on the city map / • writes few simple and very few compound sentences
• includes information for few required elements
• copies from a model
• with constant teacher support / • writes some simple and few compound sentences
• includes information for some required elements
• uses a model and makes minor changes to it
• with frequent teacher support / • frequently writes many accurate simple and some compound sentences
• includes information for all of the required elements
• creates new forms and makes some changes to a model
• with occasional teacher support / • always or almost always writes many accurate simple and compound sentences
• includes detailed information for all of the required elements, with creative additions
• creates new forms and makes significant changes to a model
• with little or no teacher support
Organization of Ideas
Present logical directions around city streets / • copies from a model / • uses a model and makes minor changes to it / • creates new forms and makes some changes to a model / • creates new forms and makes significant changes to a model
Application of Language Knowledge
Use appropriate vocabulary (à gauche, à droite, tout droit, en face); use the double verb constructions pouvoir plus l’infinitif; spell correctly / • uses substantially fewer than the suggested number of new vocabulary items
• with many errors in spelling and verb forms / • uses fewer than the suggested number of new vocabulary items
• with frequent errors in spelling and verb forms / • uses the suggested number of new vocabulary items
• with occasional errors in spelling and verb forms / • uses the suggested number of new vocabulary items, as well as additional vocabulary items pertinent to the theme
• with no errors in spelling and verb forms
oral communication
Communication
Present itinerary to a classmate / • provides very brief description of directions to the tourist sites
• with constant teacher support / • provides brief description of directions to the tourist sites
• with frequent teacher support / • provides clear and accurate directions to the tourist sites
• with occasional teacher support / • provides accurate and detailed directions to the tourist sites
• with little or no teacher support
Comprehension
Provide feedback on classmates’ city map and directions / • begins to provide minimal, very simple feedback / • begins to provide some simple feedback / • provides simple, accurate feedback / • provides detailed, unique feedback
Application of Language Knowledge
Use of appropriate vocabulary; use of the double verb construction pouvoir plus l’infinitif / • uses substantially fewer than the suggested number of new vocabulary items
• with constant teacher support / • uses fewer than the suggested number of new vocabulary items
• with frequent teacher support / • uses the suggested number of new vocabulary items
• with occasional teacher support / • uses the suggested number of new vocabulary items, as well as additional vocabulary items pertinent to the theme
• with little or no teacher support