Figure 80 - Generic Rubric for Oral Performance

Student Name: Date:

0
- No response
- Incoherent response
- Not understandable
- Information not communicated
1
- Very little information given
- Uses very little vocabulary
- Unnatural pausing
- Fragmented statements
- Barely understandable
- Few statements are structurally correct
2
- Some information given
- Uses limited vocabulary
- Pausing is evident
- Some parts are understandable
- Some signs of organization and structures in
sentences
3
- Most information given
- Coherent
- Generally structurally correct
- Uses more vocabulary
- Very few pauses
- Most of the message is understandable
4
- All information is given
- Statements are coherent, grammatically correct,
and organized
- Uses varied vocabulary
- Pauses seem natural
- Message is completely understandable
- Speech seems natural
Developed by Wanda Nieves, Eastern Wayne Middle School,
Wayne County

Assessment, Articulation, and Accountability, 1999 139

Figure 81 - Generic Speaking Rubric
Effort
0 no effort to complete task
1 little effort to communicate
2 some effort to communicate
3 real effort to communicate
4 unusually high effort to communicate
Amount of Communication
0 no relevant information communicated by student
1 very little information communicated by student
2 some relevant information communicated by
student
3 most relevant information communicated by
student
4 all relevant information communicated by
student
Comprehensibility
0 could not understand anything student said
1 could understand only isolated words
2 could understand short sentences
3 could understand most of what student said
4 could understand everything student said
Fluency
0 very many unnatural pauses, halting and
fragmentary delivery
1 quite a few unnatural pauses, halting and
fragmentary delivery
2 some unnatural pauses
3 few unnatural pauses
4 no unnatural pauses, almost effortless and
smooth
Quality of Communication (Accuracy)

0 no statements are structurally correct

1 very few statements are structurally correct
2 structural problems and inaccuracies, although
some statements are correct
3 most statements are structurally correct
4 all statements are structurally correct

Assessment, Articulation, and Accountability, 1999 140

Developed by Schultz and Bartz as adapted by Miller and Cole

Assessment, Articulation, and Accountability, 1999 141

Figure 82 - Generic Speaking Rubric

5
Message clearly communicated. Vocabulary control good.
Able to circumlocute when necessary. Grammar correct in
areas studies. No major patterns of weakness
4
Message almost entirely understood. Appropriate use of
vocabulary. Grammar generally accurate with some minor
errors. Lacks some words, may have to repeat some ideas
to clarify.
3
Generally comprehensible. Gropes for vocabulary at
times. Problems with any but basic structures. Message
carried primarily by lexicon (vocabulary).
2
Miscommunicates often. Depends on listener for
clarification. Puts across some ideas, but with
difficulty.
1
Communicates barely. Great difficulty with structures.
Most sentences are fractured and rendered by words
rather than structures.
0
No show, no speech, no effort.
Developed by June Phillips, Tennessee Foreign Language
Institute

Assessment, Articulation, and Accountability, 1999 142

Figure 83 - Generic Writing Rubric

1. Is generally incomprehensible. Gives

incomplete, mostly inaccurate or irrelevant
responses. Has very little grammatical
control with serious errors in all
structures. Employs very little vocabulary
with formulaic language used
inappropriately. Is mostly incoherent with
no evidence of organization.

2. Is somewhat comprehensible. Gives a

somewhat accurate/relevant response to some
parts. Has limited grammatical control with
many errors in basic, high frequency
structures. Employs limited vocabulary. Is
partly coherent or often coherent with
little evidence of organization.
3. Is comprehensible. Gives a mostly
accurate/relevant response to most parts.
Has moderate grammatical control with few
errors in basic, high frequency structures.
Employs a vocabulary adequate for most
topics with word choices and usage at times
idiomatic. Is generally coherent and
organized.

Source unknown

Assessment, Articulation, and Accountability, 1999 143

Figure 84 - Descriptive Writing Rubric

4. * exhibits a strong command of descriptive

writing
* has an effective sequencing of description
* has a sense of completeness
* uses elaborate details
3 * exhibits a reasonable command of descriptive
writing
* is focused and has reasonable sequencing of
description
* needs additional details
* is generally organized

2 * exhibits a weak command of descriptive

writing
* is generally focused but may wander
* has many bare details
1 * exhibits a lack of command of descriptive
writing
* provides very few details; too vague
* has severe language problems
* has little sense

Developed by Durham County AAA participants

Assessment, Articulation, and Accountability, 1999 144

 Figure 85 - Weather Forecast, Live or Video (4th or 5th
grade)

Criteria Rainy Cloudy Sunny Super Hot!

Vocabular uses 1-2 uses 3 uses 4 uses

y weather weather weather multiple
expressio expressio expressio weather
ns ns ns expression
s and
concepts

Informati unclear has some, shows culturally

on or but very knowledge appropriat
inaccurat limited of basic e,
e knowledge informati accurate
informati of on informatio
on informati n
on

Preparati needs relies on most individual

on more time note elements is
to cards are prepared/p
prepare prepared rops and
presentati
on are
ready

Quality difficult some clear very

of to points presentat clear,
Presentat understan still ion smooth,
ion d and to unclear easily
follow understood

Creativit basic some very innovative

y presentat original original
ion thought

Developed by participants in the AAA project

Assessment, Articulation, and Accountability, 1999 145

 th
Figure 86 - Multiple assessments for 6 Grade
Family Unit
6th Grade French Checklist ‘‘Ma Famille et Moi’’

Skills Studen Teache

t r
1 I can introduce myself.
2 I can introduce family members.
3 I can ask somebody’s name.
4 I can ask who somebody is
(directly or indirectly).
5 I can tell my age.
6 I can tell my family member’s
age.
7 I can ask somebody’s age.
8 I can say where I live.
9 I can say where my family members
live.
10 I can ask where somebody lives.
11 I can describe myself.
12 I can describe my family members.

6th Grade French Rubric ‘‘Ma Famille et Moi’’ -

Oral Presentation

Vocabulary Additional Pronunciati Presentatio

related to details on n
the family
3 Talked Gave more A native Looked like
about more than one speaker a pro!
than four detail could
members of about each understand
my family person. presentatio
other than n.
self.

2 Talked Gave one The teacher Needs to

about two detail and peers loosen up
to four about each understood some!
members of person. presentatio
my family n.
other than
self.
1 Only talked Did not Only the Is there a

Assessment, Articulation, and Accountability, 1999 146

 about self. give teacher scary
details. understood animal in
presentatio the
n. classroom?
0 No response No response Nobody Mute!
understood
Developed by Anne Thibodeau, Canton MS, Haywood County

Figure 87 - Fashion Show Rubric

Group Members:

1 2 3
CRITERIA SCHOOL AMATEUR MODEL PROFESSIONAL
MODELING MODEL

Pronunciation 4 or more 3 or fewer All words

mispronounced mispronounced pronounced
words words clearly and
understandabl
y

Accuracy Lots of Several 3 or fewer

mistakes mistakes not mistakes not
interfering interfering interfering
with with with
comprehension comprehension comprehension

Clothing No attempt to Weak attempt Special

wear special to dress up outfit or
clothes. Wear typical dress
regular of a Spanish
school country
clothes

Accessories No 1 accessory 2 or more

accessories accessories

Completeness Several 1 missing All

missing requirements requirements
requirements included in
presentation

Assessment, Articulation, and Accountability, 1999 147

Developed by Carmen Blakewood, Jacksonville Commons Middle
School, Onslow County

Scale: 1 = 3 points each

2 = 5 points each
3 = 10 points each
0 = no participation
50 points = participation

Total 100 points

Assessment, Articulation, and Accountability, 1999 148

Figure 88 - Greetings and Introduction Dialogue Rubric

Student’s Name:

Criteria 1 2 3
Student Radio TV
Announcer Announcer Announcer
(3 points) (5 points) (30 points)

Pronunciation Lots of Few All the

mistakes in mistakes in words are
pronouncing pronunciati clear and
words on correctly
pronounced

Accuracy Few answers Most of the All the

correspond answers answers
to the match the correspond
questions questions to the
questions

Creativity Basic Mix some Use

presentation Spanish authentic
expressions Spanish
and some expressions
English
translation
s
Developed by Carmen Blakewood, Jacksonville Commons Middle
School, Onslow County

Scale: 1 = 3 points each

2 = 5 points each
3 = 10 points each
0 = no participation
70 points = participation

Total 100 points

Assessment, Articulation, and Accountability, 1999 149

Figure 89 - Presentacion Oral - Rubric para los
‘‘anuncios’’

CRITERIA 4 3 2 1
MANDATOS At least At least At least There are
three two command one command no command
command forms are form is forms used
forms are used used correctly
used correctly. correctly. but the
correctly. effort was
there.

INFORMACION There is There is Descriptive There is

extensive extensive information almost no
descriptive descriptive about the descriptive
information information product is information
(2). It is (2) but it limited (1) about the
structurall has with product.
y correct structural structural Many
(2). inaccuracie inaccuracie inaccuracie
s (1). s (1). s make it
incomprehen
sible.

PRONUNCIACION Presentatio Presentatio Presentatio Presentatio

n is smooth n is smooth n is n is so
(2). There (2). There halting halting and
are no are a few (1). There pronunciati
glaring errors in are several on errors
pronunciati pronunciati pronunciati are so
on errors on (1). on errors numerous
(2). (1). that it is
difficult
to
understand.

PRESENTACION Props are Props are

There are There are
included included
limited no props
(2). The (2). The
props (1). and the
presentatio delivery
The delivery
n delivery shows
delivery shows no
is animated limited
shows animation
and animation
little nor
persuasive or
animation persuasion.
(2). persuasion
or
(1).
persuasion
(1).
Developed by Pat Cotton, Apex HS, Wake County

Assessment, Articulation, and Accountability, 1999 150

The following grading scale insures that any student who
shows evidence of preparation and gets up in front of the
class and gives an oral presentation will have a strong
chance or receiving a passing grade. This is the basic scale
for rubrics with the general four by four criteria.

16 - 100 13 - 93 10 - 85 7 - 78 4 - 70
1 - 63
15 - 98 12 - 90 9 - 83 6 - 75 3 - 68
14 - 95 11 - 88 8 - 80 5 - 73 2 - 65

Assessment, Articulation, and Accountability, 1999 151

Figure 90 - Rubric for the Oral Presentation of Life after High
School, Español III
4 3 2 1 0
Content Position chosen Position chosen clear Position chosen not Position chosen Nothing
Information as clearly stated and and adequate fully developed but ambiguous and very prepared.
outlined is included backed up with information to back-up several good points few details to support
abundant reasons and support reasons. made. it.
and support.
4 3 2 1
Structure All necessary and A few errors in There are several Structural
Accurate use of the review structures necessary grammar structural inaccuracies inaccuracies are so
future, conditional and used accurately. structures and other throughout which numerous that there is
subjunctive as well as review grammar they have some effect on little communication.
other review grammar do not affect comprehensibility. Much of the
structures. comprehensibility. presentation cannot be
understood.
4 3 2 1
Presentation Material presented Presentation somewhat Presentation There are so many
Animated and in a persuasive animated and somewhat uneven pronunciation errors
expressive delivery of animated manner persuasive but there are with sufficient and delivery is so
material with accurate without errors in pronunciation pronunciation errors to broken and/or
pronunciation and pronunciation errors and/or intonation may have a negative effect monotonous that very
intonation. and with smooth be somewhat broken. on communication and little communication
valid intonation. comprehensibility. or comprehension has
taken place.
4 3 2 0
Interaction Presentation Presentation includes There are few There are no
Exchange of includes several some opportunities for opportunities for the opportunities for the
information with opportunities to interaction with the class to interact. Have class to interact with

Assessment, Articulation, and Accountability, 1999 152

students in the class. exchange class. Have participated
limited interaction presentation. No
information with the in some other
with other interaction with other
class. Participate presentations.
presentations. presentations.
well during most 1
presentations. Only one of the
requirements listed in
2 has been met.
Developed by Pat Cotton, Apex HS, Wake County Schools

Oral Presentation on Life after High School, page 2

Scale:
16 = 100 15 = 97 14 = 95 13 = 92 12 = 90 11 = 87 10 = 85 9 = 82
8 = 80 7 = 77 6 = 75 4 = 70 3 = 67 2 = 65 1 = 62

Choose a lifestyle to pursue as your choice after high school.

1. attend a university
2. get a job
3. travel for a year or so
4. enlist in the armed forces

Explain why this is the best thing for you to do. Include:
1. advantages and disadvantages
2. problems you may need to overcome
3. what, why, where, when, how much is the cost, how long
4. Ask for advice in resolving all problems

Use the subjunctive, the future, and the conditional as much as possible and be careful with all other review grammar structures. Try
to include the class in your comments and in asking for advice and opinions.

Assessment, Articulation, and Accountability, 1999 153

Figure 91 - Picture Poem Rubric

Poetry that takes the shape of what the poem is

about

1 point 2 points 3 points

Folder School Nobel CRITERIA

Stuff Newspaper Literature

rush job basic multiple CREATIVITY

materials

no evidence draft only evidence of PREPARATION

of pre brainstormi
planning ng and
draft

inadequate adequate expanded VOCABULARY

words only phrases only paragraph LENGTH

style

frequent understandab easily PRESENTATION

errors/diff le understood
icult to
understand
Developed by participants in the AAA project

Assessment, Articulation, and Accountability, 1999 154

Figure 92 - Monster Description/Comparative
Project. Elementary Level

CRITERIA THE TIMID SPACE ALIEN COUNT

GHOST DRACULA

NUMBER OF Uses 5 or Uses 6 or 7 Uses at

CHARACTERISTI fewer characterist least 9
CS characteris ics to characteris
tics to describe tics to
describe their describe
their monster their
monster monster

AMOUNT OF Names Name parts, Name parts

LANGUAGE parts, uses does not use and uses
no verbs or verbs and verbs and
numbers numbers numbers
consistently consistentl
y

CORRECT Student Student Student

DESCRIPTION description description description
MATCHES of monster of monster of monster
PICTURE is is mostly is entirely
generally accurate accurate
accurate except for a with no
but with a few minor inconsisten
number of inconsistenc cies
inconsisten ies
cies

STUDENT Student Student Student

PARTICIPATION participate willingly participate
s in the participates s in the
project but in the project as
with project but a full
reluctance dominates partner and
discussion, carries

Assessment, Articulation, and Accountability, 1999 155

 takes over, his/her
or doesn’t full share
carry of the load
his/her full
share of the
load
Developed by Joyce Lewis, Swift Creek Elementary, Wake
County

Figure 93 - Family Tree Project

Criteria An acorn A seedling A mighty

1 2 Oak
3

Appearance No branches Shows Shows

on family correct numerous
tree family correct
connections family
connections

Vocabulary Little or Uses some Uses all

no family family
vocabulary vocabulary vocabulary
used correctly learned
correctly

Neatness Needs a Good enough Ready for

little more for the the museum
pruning school hall

Creativity Basic tree Basic tree Original

shape with shape with idea to
basic a little display
information more family
foliage members

Quality of Difficult Clear, but Interesting

Assessment, Articulation, and Accountability, 1999 156

presentatio to no because of
n understand additional additional
information information

Developed by participants in the AAA Project

Assessment, Articulation, and Accountability, 1999 157

Figure 94 - Generic Creative Foreign Language
Project.

Criteria 1 2 3

Relates to Uses some Uses Language is

target vocabulary language to an integral
language introduce part of the
the project project

Category- Shows Chooses Category

Art, Craft, little category ‘‘shows
Model, knowledge that shows off’’
Game, etc. of category understandi expertise
ng

Creativity Very Shows Choice

of idea familiar research to reveals
subject choose knowledge
(e.g., subject of target
Eiffel culture
Tower)

Completion Appears Project is Project is

of task unfinished complete matted,
but framed, or
presentatio displayed
n needs effectively
improvement
Developed by participants in the AAA project

Assessment, Articulation, and Accountability, 1999 158

Figure 95 - Piñata Project, Spanish 2

Nombre español: Nota:

Criteria Obra de Una buena Una obra de

arte obra de arte
impresionan arte
te 1
2
3

Quality of Going Neat, Simple in

Work beyond the attractive, design with
‘‘extra follows 1-2 sheets
mile’’, guidelines of paper or
elaborate of piñata painted tin
use of instruction foil,
paper, cotton
color, balls, etc.
design,
neatness,
and
attractiven
ess

Materials Array of Use of Use of some

brightly required required
colored materials materials,
paper, displayed piñata not
craft items in well put
such as attractive together,
unusual fashion wet, last
ideas for minute
body parts, effort
yarn,
buttons,
and bows

Creativity Extremely Good in Average in

eye- design and creative
catching, theme, good design,
original in use of theme, and

Assessment, Articulation, and Accountability, 1999 159

 design, colors use of
colors, colors
creative
use with
tissue,
pertains to
cultural
perspective
Developed by J. Hathaway, DH Conley HS, Pitt County

Scale: 9=100 5=85 1=60

8=96 4=81
7=93 3=77
6=88 2=70

Assessment, Articulation, and Accountability, 1999 160

Figure 96 - Spanish Newspaper Project: Honors 3/4

CRITERIA PULITZER ON-STAFF IN THE

PRIZE JOURNALIST MAILROOM
3 PTS. 2 PTS. 1 PT.

Deadlines Always on One More than

time deadline one
missed deadline
not in to
section
chief

Quality of Ready for Good start, Basic idea,

Writing the but needs needs great
presses, more deal of
very little development development
rewriting and
needed rewriting

Accuracy Perfect 3-4 Numerous

spelling spelling typing and
and accents accent or spelling
typing errors
errors

Appeal Fascinating Somewhat Boring and

to readers interesting irrelevant
; it is to readers
better than
the
textbook!
Developed by Anne Borisoff-Rodgers, Pitt County Schools

A = 11-12 points
B = 9-10 points
C = 7-8 points

Assessment, Articulation, and Accountability, 1999 161

 Figure 97 - Airport and Skit Project (HS)
1. Skit: students give outline of information to include.
2. Documents: (a) Passport, (b) tourist card, (c) ticket,
(d) customs declaration, (e) boarding pass
3. Written copy of skit

33 points possible, will be converted to 100 pt. scale

SKIT 1 2 3

Presentation Read Some notes Fluent

Pronunciation Poor Some errors Almost no errors

but good

Props None Few Creative use of

props

Comprehensibi No sense Needs work Good

lity

Completeness Few questions Most questions All components

addressed addressed addressed

DOCUMENTS 1 2 3

Completeness 2 documents 4 documents 5 documents

Accuracy Many mistakes Few mistakes Almost no

mistakes

Creativity Only basic Some attention Very

information to detail imaginative,
colorful,
authentic

Neatness Sloppy

WRITTEN SKIT 1 2 3

Neatness Illegible Barely legible Very readable

Readability Parts not in In order but In order, very

order needs work easy to
understand

Assessment, Articulation, and Accountability, 1999 162

Developed by participants in the AAA project

Figure 98 - Traveling to Another Country- Final

Project Rubric, 7th grade
6-7 pts. 8-9 pts.
10 pts.

FINAL PROJECT CANCELED DELAYED SMOOTH

FLIGHT FLIGHT FLIGHT

Visual Predictable/ Some original Very

Presentation basic thought original/
presentation innovative
Materials/Prop Very few/ no Good, but not Uses
s cultural enough / some culturally
connections cultural appropriate
connections materials
Accuracy of Has some, but Shows Very accurate
Content limited knowledge of information
knowledge of basic
the information
information
Completeness Does not tie Ties some of Ties all
learned the learned learned
material material material
together together together

ORAL CANCELED DELAYED SMOOTH

PRESENTATION FLIGHT FLIGHT FLIGHT

Presentation Reads Some notes Fluent

Accuracy of Uses little Uses some of Good use of
Vocab. and of learned learned learned
Grammar vocab. and vocab. and vocab. and
grammar grammar grammar
Pronunciation Difficult to Clear Very clear,
/ understand presentation smooth,
Comprehensibili easily
ty understood

WRITTEN CANCELED DELAYED SMOOTH

DOCUMENTS FLIGHT FLIGHT FLIGHT

Completeness Has 2-3 Has 4-5 Has all 6

documents documents documents
Organization Has very Somewhat in In order,
little in order, but very easy to
order needs work understand
Creativity Only basic Some details Very
information imaginative

Assessment, Articulation, and Accountability, 1999 163

Developed by Carmen Scoggins, Watauga County Schools

Assessment, Articulation, and Accountability, 1999 164

Figure 99 - Traveling to Another Country - Final
Checklist, 7th grade
Speaking/Writing Student Classmate
Teacher
1. I can name and write the days of the
week and the months.
2. I can say and write the date.

3. I can write a postcard describing

my activities.

4. I can express my daily activities

using the expression ‘‘I ‘m going to...’’
(ir + infinitive).
5. I can say and write the time.
6. I can distinguish among the different
time zones.

7. I can name all the clothes in my

suitcase.
8. I can name 10 cities in my
country.

Reading
1. I can read another group’s schedule
and discuss or compare our activities
(itineraries).
2. I can read a weather forecast in
F and C and pack appropriately.

Culture
I. I can convert dollars into other currencies.

2. I can compare US culture with

Hispanic culture.

Personal Input:
* I enjoyed this project because

Assessment, Articulation, and Accountability, 1999 165

* I realized I am good at

* I realized I need more help with

Signature: Date:

Teacher Comments:

Developed by Carmen Scoggins, Watauga County Schools

Assessment, Articulation, and Accountability, 1999 166

Figure 100 - Latin America Project

CRITERIA 1 2 3

VISUAL AIDS
Number of none 1-2 visual 3 or more
visual aids aids visual aids
Quality no color outline/rep captions
not ort format with
original only visuals
all written
WRITTEN
REPORT
Title page none sloppy clear and
neat
content none sloppy clear and
page neat
Paragraph none mixed correct
format form with
no errors
Spelling more than 5 3-4 errors 0-2 errors
errors
Bibliograph missing incorrect correct
y format format
Grammar more than 5 3-4 errors 0-2 errors
errors
ORAL
PRESENTATIO
N
Volume inaudible needed loud and
prompts clear
Pace too needed well-paced
fast/slow prompts
Completenes less than 4 4-5 topics 6-7 topics
s topics
Organizatio illogical some errors logical
n in logic
Concision too many core core
details/rea information information
ds entire plus some on each
report/info extra topic
rmation not details
accurate

Assessment, Articulation, and Accountability, 1999 167

Developed by participants in the AAA project

Assessment, Articulation, and Accountability, 1999 168

Figure 101 - Rubric for Project on a Country

CONTENT 30 pts. 27 pts. 24 pts. 21 pts.

All components Most of the s Three to four of One or two of
are included, components are the components the components
factually included, are included and are included.
accurate and in factually factually Information is
complete accurate and in accurate. There mostly
sentences. complete are a few accurate. There
sentences. fragments. are several
sentences
fragments.

LANGUAGE 30 pts. 27 pts. 24 pts. 21 pts.

All required Most of the Some of the A few of the
structures are required required required
used structures are structures are structures are
accurately. use accurately. use accurately. used
accurately.

FORM 20 pts. 18 pts. 16 pts. 14 pts.

There are 25 There are at There are at There are at
sentences and a least 20 least 15 least 10
Table of sentences and a sentences. There sentences.
Contents. Pages Table of is a Table of There is no
are numbered. Contents. The Contents or the Table of
Project is pages are pages are Contents. Pages
exceptionally numbered. numbered. are not
neat. numbered.

VISUALS 20 pts. 18 pts. 16 pts. 14 pts.

The cover is The cover is There is a cover The cover is
colorful. All colorful. Three identified. Two identified.
four of the of the four of the four Only one of the

Assessment, Articulation, and Accountability, 1999 169

 required required symbols are suggested
symbols are symbols are appropriately symbols is
placed on the placed on the placed. 25% to appropriately
appropriate appropriate 50% of the pages placed. Fewer
page. At least page. 50% to have visuals. than 25% of the
75% of the 75% of the pages have
pages have pages have visuals.
visuals. visuals.

Developed by Pat Cotton, Apex HS, Wake County

Assessment, Articulation, and Accountability, 1999 170