SLOs: Students will
- exhibit basic proficiency in the understanding and use of a world language; and
- demonstrate knowledge of the distinctive features of culture(s) associated with the language they are studying.
Speaking Rubric
| Role-play or Presentation | A+ | A | B | C | D | Below D |
|---|---|---|---|---|---|---|
| Accomplishes the task (Understands and follows up on what partner says; can describe a situation, give opinion and negotiate; informal register) | 12 | 11 | 10 | 9 | 8 | 7 |
| Vocabulary (Accurate, varied, broad enough for the task) | 13 | 12 | 11 | 10 | 9 | 8 |
|
Grammar (Shows mastery of articles, negation, adjective-noun agreement, verb agreement, varied verbs and forms) |
18 | 17 | 16 | 14 | 12 | 10 |
| Pronunciation/Fluency (Comprehensible, not groping for individual words) | 7 | 7 | 6 | 5 | 4 | 3 |
- Exceeds: A, A+
- Meets: B
- Approaches: C
- Does not meet: D, Below D
Total/50 points: _____
Writing Rubric
| Criteria | Exceeds Standard | Meets Standard | Approaches Standard | Does Not Meet standard |
|---|---|---|---|---|
| Content & Organization | 15-14: Ideas are expressed clearly. Thorough treatment of topic. Contains detail/structure that goes beyond very basic writing. | 13-12: Ideas are expressed mostly clearly and treatment of topic is adequate. Contains sufficient detail but does not go beyond very basic writing. | 11-10: Ideas are unclear or expressed in a confusing way; treatment of topic is missing information. | 9-Below: Ideas are extremely difficult to understand. |
| Form | 5: Few spelling, grammar, or vocabulary mistakes. | 4: Occasional mistakes on basic structures and some spelling, grammar, or vocabulary mistakes for new or more difficult structures. | 3: Several spelling, grammar, and vocabulary mistakes that occasionally interfere with meaning. | 2-0: Significant spelling, grammar, and vocabulary mistakes that interfere with meaning. |
Culture Reflection Rubric
| Criteria | Exceeds Standard | Meets Standard | Approaches Standard | Does Not Meet standard |
|---|---|---|---|---|
| Content | 5: Demonstrates in-depth understanding of products/ practices within the target culture by connecting them to cultural values they express. | 4: Demonstrates a general understanding of products/practices within the target culture by connecting them to some cultural values they express. | 3: Demonstrates surface understanding of products/practices within the target culture by describing them but does not connect them to cultural values they express (i.e., relies on generalizations, stereotypes, or personal feelings but makes an attempt to provide some context for these with examples even if not successful). | 2 or below: Demonstrates little to no understanding of products/practices within the target culture. Key elements are not described and there are no connections to any cultural values. |
| Evidence | 15-14: Observations are nuanced and successfully contextualized with cited evidence from course materials and class discussion that support the interpretation or representation of the cultural context. | 13-12: Observations are contextualized with cited evidence from course materials and class discussion that support the interpretation or representation of the cultural context more often than not; minor misrepresentations/misinterpretations may still be present. | 11-10: Observations are presented with very little evidence from course materials and class discussion; insufficient citations; OR contextualization is inaccurate or confusing. |
9 or below:
No effort is made to contextualize observations with evidence from course materials. [Essays that contain appropriate content with no cited evidence will not receive a passing grade] |
Benchmark: 100% of students will meet or exceed standards for all assessed categories: speaking, reading, writing, listening, culture.