BLM 23 Assessment Rubric—Final Task (Creating a yearbook page and giving an oral presentation)

knowledge/skills / level 1 / level 2 / level 3 / level 4
reading
Communication
Read La tâche finale and react to the proposed task / • uses few compound and complex sentences
• includes information about few strategies
• identifies few activities
• with constant teacher support / • uses some compound and complex sentences
• includes information about some strategies
• identifies some activities
• with frequent teacher support / • uses many compound and complex sentences
• includes information about many strategies
• identifies many activities
• with occasional teacher support / • almost always uses compound and complex sentences
• includes information about most strategies
• identifies most activities
• with little or no teacher support
Comprehension
Recall strategies and instructions from text / • mentions few details about the suggested strategies
• mentions few details about the instructions with constant teacher support / • mentions some details about the suggested strategies
• mentions some details about the instructions with frequent teacher support / • mentions most ideas and details about the suggested strategies
• mentions most details about the instructions with occasional teacher support / • mentions almost all ideas and details about the suggested strategies
• mentions almost all details about the instructions with little or no teacher support
Organization of Ideas
Categorize strategies and instructions / • selects few suggested strategies
• follows few instructions / • selects some suggested strategies
• follows some instructions / • selects many suggested strategies
• follows many instructions / • selects most suggested strategies
• follows most instructions
Application of Language Knowledge
Use le passé composé / • uses le passé composé with constant teacher support / • uses le passé composé with frequent teacher support / • uses le passé composé with frequent accuracy / • always or almost always uses le passé composé consistently and accurately
writing
Communication
Create a yearbook page (list and describe party activities, describe tasks of some classmates, and describe a special or amusing event) / • writes few simple and compound sentences
• includes few yearbook-page criteria
• copies from a model
• with constant teacher support / • writes some simple and compound sentences
• includes some yearbook-page criteria
• uses a model and makes minor changes to it
• with frequent teacher support / • frequently writes many accurate simple and compound sentences
• includes most yearbook-page criteria
• 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 all yearbook-page criteria
• creates new forms and makes significant changes to a model
• with little or no teacher support
Comprehension
Personalize a yearbook page / • makes few substitutions to a model / • makes minor substitutions to a model / • creates new forms and makes some changes to a model / • creates new forms and makes significant changes to a model
Organization of Ideas
Organize description using well-linked sentences; use own graphic organizer / • organizes few details with teacher support
• uses teacher-created graphic organizer / • organizes some main ideas and details with some sentence links
• uses personally created graphic organizer with some details / • organizes most main ideas and details in well-linked sentences
• uses personally created graphic organizer with most details / • organizes all or almost all main ideas and details in well-linked sentences
• uses personally created graphic organizer with all or almost all details
Application of Language Knowledge
Use le passé composé and superlative adjectives; spell correctly / • uses few of the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with constant teacher support / • uses some of the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with frequent teacher support / • uses most of the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with occasional teacher support / • always or almost always uses the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with little or no teacher support
oral communication
Communication
Present festival summary (introduction and description of activities, classmate tasks, special event, and ideas for future festivals) / • uses few of the required number of sentences to report findings and reactions
• includes few presentation criteria
• with constant teacher support / • uses some of the required number of sentences to report findings and reactions
• includes some presentation criteria
• with frequent teacher support / • uses most of the required number of sentences to report findings and reactions
• includes most presentation criteria
• with occasional teacher support / • uses all of the required number of sentences to report findings and reactions
• includes all presentation criteria
• with little or no teacher support
Comprehension
Comment on classmates’ presentations / • begins to provide very simple feedback
• with constant teacher support / • begins to provide some simple feedback
• with frequent teacher support / • provides simple, accurate feedback
• with occasional teacher support / • provides detailed, unique feedback
• with little or no teacher support
Organization of Ideas
Organize description using well-linked sentences; plan sound/visual effects / • with constant teacher support / • with frequent teacher support / • with occasional teacher support / • with little or no teacher support
Application of Language Knowledge
Use le passé composé and superlative adjectives / • uses few of the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with constant teacher support / • uses some of the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with frequent teacher support / • uses most of the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with occasional teacher support / • always or almost always uses the required elements (lepassé composé, superlative adjectives, and basic and thematic vocabulary)
• with little or no teacher support

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