Sample AAssessment
Rubrics
101
102
Introduction
T
he following sample assessment rubrics can be modified by the teacher to match the
unit activities of LOTE Checkpoint C. The sample rubrics define expectations for
speaking and writing.
Assessment rubrics should accomplish three goals:
•inform the students of standards and expectations
•inform the students about levels of achievement
•inform the students about specific areas in need of improvement.
Since the LOTE Checkpoint C level does not have formal standardized assessments, it is
important that the teacher create some form of evaluation so that students are informed
about their progress. Teachers are encouraged to modify the enclosed rubrics or create
their own, so that grades are not the only form of student assessment.
Checkpoint C classroom teachers may prefer to distribute assessment rubrics at the
beginning of a unit, so that students are aware of expectations and understand how their
work will be evaluated.
The following rubrics, guidelines, and checklist are used in conjunction with the New York
State LOTE assessments:
• Informal Speaking Rubric
• Guidelines for Speaking
• Checkpoint C Writing Rubric
•Word Count Guidelines
•Writing Checklist.
103
Speaking Rubric
T
his rubric uses four 5-point scales (20 total points). Select some or all of the topics for
assessment purposes. For example, vocabulary may be deleted or combined with
another category.
Pronunciation Fluency
5 Phonetically correct 5 Smooth flow
Almost error-free Quick, continuous flow
Awareness of accent Natural pauses
Genuine effort to sound like native speaker 4 Occasional hesitation, searching for words
4 Comprehensible, generally correct Speaker can self-correct and respond to
Occasional error cues
3 Frequent errors that confuse listener and 3 Halting, hesitating
require guessing at meaning Visibly translating before responding
2Many errors that interfere with Can rephrase and respond
comprehensibility 2 Frequent hesitations, searches for words
1 Most utterances contain errors Overly translates questions before response
Many utterances are incomprehensible Repeats question word before response
Little communication Eventually responds
0 No attempt 1Constant searching for vocabulary, verb tense
Does not complete utterances
0 No attempt
May repeat cue
Syntax
Vocabulary
5 No grammatical errors
5Very good; wide range
Speaker self-corrects without hesitation
Uses appropriate and new words and
4Two or fewer syntax errors
expressions
Minor errors that do not impede communi-
Interesting response
cation
4 Good, appropriate vocabulary
3 Frequent errors
Generally good response
Self-corrects on some
3Vocabulary is just adequate to respond
2Many errors (agreement, verb forms)
No attempt to vary expressions
Errors in basic structures
Basic
Errors impede communication
2 Inadequate vocabulary or incorrect use of
1 Most structures incorrect
lexical items
Constant use of infinitive; no conjugation
Communication difficult
Listener understands only because of past
1 Does not complete responses
experience
Responses one or two words in length
0 No attempt or repeats cue
Vocabulary repeated
0 No attempt
Totally irrelevant answer
104
Informal Speaking Rubric
Dimension
The student: 4 3 2 1
Initiation
Eagerly initiates speech, uti-
lizing appropriate attention-
getting devices. Easily asks
questions and speaks
spontaneously.
Is willing to initiate speech,
utilizing appropriate
attention-getting devices.
Asks questions and speaks
evenly.
Sometimes initiates speech,
using attention-getting
devices. Sometimes asks
questions and speaks
hesitantly.
I
s reluctant to initiate speech
and struggles to ask
questions. Speech is halting.
Response
Almost always responds
appropriately to
questions/statements.
Frequently responds
appropriately to
questions/statements.
Sometimes responds
appropriately to
questions/statements.
Rarely responds appropriately
to questions/statements.
Conversational
Clarifies and continues con-
versation, using all or some
of the following strategies:
• circumlocution
Uses all or some strategies,
but may need occasional
prompting.
Uses some strategies and
needs frequent prompting to
further the conversation.
Uses few strategies. Relies
heavily on conversation part-
ner to sustain conversation.
Rarely responds even with
Strategies
• survival strategies
frequent prompting.
• intonation
• self-correction
• verbal cues
Vocabulary
• Incorporates a variety of
old and new vocabulary.
• Uses idiomatic expres-
sions appropriate to topic.
• Speaks clearly and
imitates accurate
pronunciation.
• Utilizes a variety of old and
limited new vocabulary.
• Attempts to use idiomatic
expressions appropriate to
topic.
• Speaks clearly and
attempts accurate
pronunciation.
• Relies on basic vocabulary.
• Speech is comprehensible
in spite of
mispronunciations.
• Uses limited vocabulary.
• Mispronunciations impede
comprehensibility.
Structure
Makes few errors in the fol-
lowing areas:
• verbs in utterances when
necessary with appropri-
ate subject-verb agreement
• noun and adjective
agreement
• correct word order and
article adjectives
Errors do not hinder
comprehensibility.
Makes several errors in
structure that do not affect
overall comprehensibility.
Makes several errors that
may interfere with
comprehensibility.
Makes utterances that are so
brief that there is little
evidence of structure and
comprehensibility is impeded.
Cultural
Appropriateness
Almost always uses/inter-
prets cultural manifestations
when appropriate to the task
(e.g., greeting, leave taking,
gestures, proximity, etc.).
Frequently uses/interprets
cultural manifestations when
appropriate to the task.
Sometimes uses/interprets
cultural manifestations when
appropriate to the task.
Rarely uses/interprets
cultural manifestations when
appropriate to the task.
A zero can be given in any of the above dimen-
sions when the student’s performance falls below
the criteria described for a score of “1.”
Conversion Chart
22-24 10 12-13 6 3-4 2
19-21 9 10-11 5 1-2 1
17-18 8 7-9 4
14-16 7 5-6 3
105
Guidelines for Speaking
Each utterance receives
2 Points (Checkpoint C) if it is...
Comprehensible
AND
Appropriate
AND
Contains a preponderance of the
following Checkpoint C attributes:
• Initiates and/or sustains and/or
advances the conversation
• Uses common verb tense forms
(including, past, present, future)
• Uses accurate structure
• Is articulated comprehensibly
• Uses a variety of vocabulary that
may expand or clarify meaning
• Is extended (may contain more
than one short, discrete utterance)
• Uses culturally correct gestures,
social conventions, and/or
idiomatic expressions.
1 Point (Checkpoint B/C) if it is...
Comprehensible
AND
Appropriate
BUT
Is a single, short, discrete utter-
ance consisting exclusively of
Checkpoint B vocabulary/structures
OR
Contains little or no evidence of
Checkpoint C attributes (see
Checkpoint C)
0 Points if it is...
Incomprehensible
AND/OR
Inappropriate
Disregard if it is a...
• Yes/No response
• Socializing device
• Restatement of all or essential
parts of what the teacher said
• Proper noun(s) in isolation
In order to be scored, a student utterance at Checkpoint C must be:
• Comprehensible: Utterance makes sense to native speakers who know no English, but who are
accustomed to speaking with non-native speakers;
AND
• Appropriate: Utterance contributes to the completion of the task.
In order to receive TWO POINTS, a student utterance:
Contains a preponderance of the following attributes AND IS NOT a single, short, discrete utterance:
• Initiates and/or sustains and/or advances the conversation, but may contain repetition,
hesitation, or circumlocution.
• Uses common verb tense forms (including past, present, future), but may contain minor
errors in formation and selection.
• Uses accurate structure in simple constructions, but may contain errors in more complex ones.
• Is articulated comprehensibly, but with difficulty for certain sounds, or in certain positions or com-
binations.
• Uses a variety of vocabulary that is appropriate to the situation and may expand or
clarify meaning, but there may be minor inaccuracies.
• Is extended, but may contain short, discrete responses.
• Uses culturally correct gestures, social conventions, and/or idiomatic expressions when
appropriate.
Note: Each utterance does not have to satisfy all of the criteria articulated above in order to score two points. The quality of the utterance
should be predominantly characterized by these descriptors.
106
Spontaneous Conversation Rubric
Comprehension: The ability to understand
what is said to the speaker.
2 Shows ability to understand the target
language when spoken at a somewhat
normal rate of speed, with only one
repetition or rephrasing, if necessary.
1 Can understand the target language when
spoken at a somewhat normal rate of speed,
with more than one repetition or
rephrasing.
0 Does not seem to understand the target
language.
Vocabulary: Words and expressions used in
the target language.
2 Uses excellent vocabulary with relative ease.
Demonstrates an increasing knowledge of
words and expressions.
1 Uses vocabulary that is just adequate to
respond. No attempt is made to use a variety
of expressions. Generally understood, but
limited to the very basic.
0 Makes no attempt, or response is totally
irrelevant or inappropriate.
Fluency: Easy, smooth flow of speech, within
a reasonable amount of time (15
–20 seconds).
2 Has a generally smooth flow, with
self-correction and little hesitation.
1 Speaks slowly, using hesitant or halting
speech.
0 Makes no attempt or shows constant hesitation.
Pronunciation: Pronouncing words in such
a way that native speaker would understand
what is being said.
2 Can be understood in the target language,
but may make few or minor errors. Makes
an effort to sound “native,” i.e., uses target
language speech patterns, intonation, and
phrasing.
1 Can be understood in target language, but
may make one or two major errors and/or
has some interference from English
language speech sounds, patterns, and
rules.
0 Makes major errors and/or uses English
pronunciation rules to speak in the target
language, or doesn’t/can’t respond.
Grammar: Word order and sentence
structures in the target language.
2 Demonstrates good use of grammatical
structures. Makes no grammatical errors, or
a few minor grammatical errors that do not
interfere with communication.
1 Uses a range of grammatical structures, but
may make several grammatical errors that
do not interfere with communication.
0 Makes many grammatical errors that
negatively affect communication, or
doesn’t/can’t respond.
107
Speaking Situations Rubric
rate
rate
check
check
P
lace a check next to the appropriate statement that accurately reflects the student’s
performance. Circle the overall rate that represents the student’s performance.
A. Pronunciation and Comprehension
1
2
Pronunciation
Fluency
Comprehension
3
4
Pronunciation
Fluency
Comprehension
5
6
Pronunciation
Fluency
Comprehension
7
8
Pronunciation
Fluency
Comprehension
9
10
Pronunciation
Fluency
Comprehension
Consistently interferes with comprehension of the message
Even with extraordinary effort on the part of the listener, understanding is difficult
The student consistently fails to understand what is being said/asked
Often interferes with comprehension of the message
An effort is required on the part of the listener to understand what is being said
The student understands less than half of what is said/asked; repetition and
rephrasing are often needed
Only occasionally interferes with comprehension of the message
Ideas are expressed without excessive pauses at a speed that may occasionally
distract the listener
The student understands most of what is said/asked
Seldom interferes with comprehension of the message
Ideas are expressed with few pauses at a speed that rarely distracts the listener
The student has a good overall understanding of what is said/asked
Very rarely interferes with comprehension of the message
Ideas are expressed without unnatural pauses and at a natural speed
The student understands virtually everything that is said/asked
B. Vocabulary and Grammar
1
2
Vocabulary
Accuracy
3
4
Vocabulary
Accuracy
5
6
Vocabulary
Accuracy
7
8
Vocabulary
Accuracy
The vocabulary is inadequate; there is no idiomatic feel
Errors often interfere with the message
Uses a limited range of vocabulary; there are very few idiomatic expressions
Errors at times interfere with message
Uses a range of vocabulary appropriate to the theme under discussion; uses some
idiomatic expressions
Errors seldom interfere with the message
Uses a wide range of vocabulary appropriate to the theme under discussion; most
expressions have an idiomatic feel to them
Errors never interfere with the message
Score A Score B Final Score:
108
Storytelling Rubric
1
2
Pronunciation
Fluency/pace
Comprehension
3
4
Pronunciation
Fluency/pace
Comprehension
5
6
Pronunciation
Fluency/pace
Comprehension
7
8
Pronunciation
Fluency/pace
Comprehension
9
10
Pronunciation
Fluency/pace
Comprehension
P
lace a check next to the appropriate statement that accurately reflects the student’s
performance. Circle the overall rate that represents the student’s performance.
A. Pronunciation and Comprehension
Consistently interferes with comprehension of the message
Even with extraordinary effort on the part of the listener, understanding is difficult
The student consistently fails to understand what is being read
Often interferes with comprehension of the message
An effort is required on the part of the listener to understand what is being said
The student understands less than half of what is read; stops and repetitions are often
needed
Only occasionally interferes with comprehension of the message
Sentences are read without excessive pauses at a speed that may occasionally distract
the listener
The student understands most of what is read
Seldom interferes with comprehension of the message
Sentences are read with few pauses at a speed that rarely distracts the listener
The student has a good overall understanding of what is read
Very rarely interferes with comprehension of the message
Sentences are read without unnatural pauses and at a natural speed
The student understands virtually everything that is read
B. Expression and Response
1
2
Tone of voice
Audience’s response
3
4
Tone of voice
Audience’s response
5
6
Tone of voice
Audience’s response
7
8
Tone of voice
Audience’s response
Monochord, no expression
Nonexistent, no eye contact, unresponsive/fidgety
Limited variations of expression
Limited eye contact, somewhat responsive
Varied/appropriate expression
Eye contact, audience is responsive
Wide range of expression
Very responsive, anticipating, participating
rate
rate
check
check
Score A Score B Final Score:
109
General Writing Rubric
T
his rubric uses four 5-point scales (20 total points). Select some or all of the topics for
assessment purposes. For example, vocabulary may be deleted or combined with
another category.
Content
Coherency
5 Contextually correct
5 Smooth flow
Almost error-free
Very good transition
Genuine effort to write like a native speaker
Appropriate punctuation
4 Comprehensible, generally correct
4 Good use of transition, flow
Occasional error
Each clause fits within context
3 Frequent errors that confuse reader and
3 Choppy
require guessing at meaning
Visibly translated
Obvious translation from English that is
Comprehensible
difficult to follow
2Much use of English
2 Errors interfere with comprehensibility
Many restatements of same information
1 Most clauses contain errors
Uses language significantly below expected
Many phrases are incomprehensible
level
Fails to communicate main ideas
1 Inappropriate phrases, isolated words
0 No response
Uses unrelated vocabulary
Does not fit topic
0 Incomprehensible
No response
Syntax
Vocabulary
5 No grammatical errors
4 Few syntax errors
Minor errors that do not impede
communication
3 Frequent errors
2Many errors (agreement, verb forms)
Errors in basic structures
Errors impede communication
1Most structures incorrect
Constant use of infinitive; no conjugation
Reader understands only because of past
experience
0 No attempt
Indecipherable or illegible response
5Very good; wide range
Uses appropriate and new words and
expressions
Interesting response
4 Good, appropriate vocabulary
Generally good response
3Vocabulary is just adequate to respond
No attempt to vary expressions
Basic
2 Inadequate vocabulary or incorrect use of
lexical items
Communication difficult
1 Incomplete sentences or fragments
Vocabulary repeated
Inappropriate vocabulary
0 No attempt
Totally irrelevant answer
110
Writing Rubric
Essays, Compositions, Letters, Journals, Stories, Reactions, Summaries
5Well-organized and articulated. Most of this written piece is appropriate and comprehensible.
Shows subject-verb agreement, noun-adjective agreement (number and gender), makes a
conscious effort to use accents, very few spelling errors. Makes use of new vocabulary and
structures. Attempts to use a wide range of vocabulary. Interesting to read.
4Well-organized. Appropriate and comprehensible in most parts. Communication is not affected
by interference from English. This piece contains more than a few grammatical errors in
agreement, tense, accents, etc. Good use of vocabulary and structures.
3 Expresses some ideas on the topic. Elements are appropriate and comprehensible. Contains
more than a few grammatical errors. No conscious effort to use accents. Adequate use of
vocabulary but could use more new words and structures.
2 Not very well-organized and ideas are poorly expressed even though it may be comprehensible.
Communication may be hindered by inadequate vocabulary and lack of proper use of irregular
verb forms, spelling errors (accents lacking), and other basic errors.
1 This piece is not acceptable for Checkpoint C level.
Vocabulary
5Very good vocabulary. Uses a wide range. Makes use of appropriate and new words and
expressions. Interesting, creative response.
4 Good vocabulary. Makes use of appropriate words and some new lexical items. Generally good
response.
3Vocabulary is just adequate to respond. No attempt made to use a variety of expressions.
Generally understood but limited to the very basic.
2 Inadequate vocabulary or incorrect use of lexical items, leading to a lack of communication.
1 Does not complete answers due to the lack of vocabulary. Answers tend to be one or two words
in length.
Syntax
5 No grammatical errors.
4 One or two errors in structure. They are very minor and do not interfere with communication.
3 More than a few grammatical errors
2 Many errors in agreement (noun-adjective and number and gender), inappropriate verb forms
used. These errors occur in structures that are basic at this level. Errors affect communication.
1 Most structures are incorrect. Constant use of the infinitive form of the verb, no evidence of
knowledge of conjugation.
111
Checkpoint C Writing Rubric*
Dimension The response: 4 3 2 1
Purpose/Task Accomplishes the task;
includes many details
that are clearly connect-
ed to the development of
the task, but there may
be minor irrelevancies.
Accomplishes the task;
includes some details
that are generally con-
nected to the develop-
ment of the task, but
there may be some irrel-
evancies.
Accomplishes the task;
includes few details,
some of which may be
only loosely connect-
ed to the task. There
are many irrelevancies.
Attempts to accomplish
the task; makes some
reference to it but
provides few or no
supporting details.
Organization Exhibits a logical and Exhibits a logical Attempts to provide a Exhibits little order;
The extent to which coherent sequence sequence; provides a logical sequence and/or provides a series of
the response ex- throughout; provides a beginning, middle, and the beginning or ending separate sentences
hibits direction, clear sense of a begin- end. is abrupt or unclear. and/or disconnected
shape, and coher- ning, middle, and end. ideas.
ence. Makes smooth transi-
tions between ideas.
Vocabulary
Includes a wide vari-
ety of vocabulary that
expands the topic, but
there may be minor
inaccuracies.
Includes a variety of
vocabulary related to
the topic.
Includes basic vocabu-
lary; some vocabulary
may be inaccurate or
unrelated to the topic.
Includes limited vocab-
ulary and/or most
vocabulary is inaccurate
or unrelated to the
topic.
Structure/
Conventions
• Subject-verb
agreement
• Tense
• Noun-adjec-
tive agreement
• Correct
word order
• Spelling/dia-
critical marks
•Demonstrates a high
degree of control of
Checkpoint C struc-
ture/conventions:
• subject-verb agree-
ment
• present, past, future
ideas expressed as
appropriate
• noun-adjective agree-
ment
• correct word order
• spelling/diacritical
marks
Errors do not hinder
overall comprehensi-
bility of the passage.
Demonstrates some
control of Checkpoint
C structure/conventions:
• subject-verb agree-
ment
• present, past, future
ideas expressed as
appropriate
• noun-adjective
agreement
• correct word order
• spelling/diacritical
marks
Errors do not hinder
overall comprehensi-
bility of the passage.
Demonstrates some
control of Checkpoint
C structures/conven-
tions.
Errors do hinder
overall comprehensi-
bility and/or there
are numerous
Checkpoint A/B errors.
- - - - - - - - OR - - - - - - -
Demonstrates a high
degree of control, but
uses only Checkpoint
A/B
structures/conventions.
Demonstrates little
control of
Checkpoint C
structures/conventions:
• subject-verb
agreement
• present, past, future
ideas expressed as
appropriate
• noun-adjective
agreement
• correct word order
• spelling/diacritical
marks
Errors impede over-
all comprehensibility
of passage.
Word Count: 100+ words = 2 points, 50–99 = 1 point, <50 = 0 points
Conversion Chart
17 - 18 = 8
15 - 16 = 7
13 - 14 = 6
11 - 12 = 5
8 - 10 = 4
6 - 7 = 3
4 - 5 = 2
2 - 3 = 1
0 - 1 = 0
Total Raw Score Total Score
A zero can be given in any of the above dimensions when the student’s per-
formance falls below the criteria described for “1.”
If a paper scores a zero on purpose/task, the entire response receives a zero.
* Modified Checkpoint A/B Rubric <see Writing Checklist>
112
Word Count Guidelines
Definition: A word is a letter or collection of letters, surrounded by space, which in the
target language is comprehensible, and contributes to the development of the task. This defi-
nition holds even when words are grammatically incorrect.
Example: à le (French) = 2 words; de el (Spanish) = 2 words
• Names of people do not count.
• Place names and brand names from the target culture count as words; all other places (K-Mart) and brand
names (Coke, Pepsi) are disregarded.
• Contractions are one word.
• Salutations and closings in notes written in the target language are counted. (There is no penalty if stu-
dents do not use salutations or closings.)
• Commonly used abbreviations in target language are counted.
French German Italian Spanish
Île St. Louis = 3 words
La Tour Eiffel = 3 words
La Eiffel Tower = 2
words
Paris = 1 word
L’hôpital = 1 word
Jacques = 0 words
des États-Unis = 2 words
les Galleries Lafayettes =
3 words
J’ai = 1 word (verb con-
tractions = 1 word)
Josef = 0 words
Auf Wiedersehen = 2
words
Wie geht’s = 2 words
Deutschland = 1 word
München = 1 word
Marktplatz = 1 word
Fanta = 1 word
Sprite = 0 words
Giuseppe = 0 words
Il Colosseo = 2 words
Venezia = 1 word
nell ’aula = 1 word
la Coca-cola = 1 word
fare lo shopping = 3
words
all ’una = 1 word
alle tre = 2 words
d’estate = 1 word
in primavera = 2 words
Nueva York = 2 words
el Corte Inglés = 3 words
La Universidad de
Salamanca = 4 words
José = 0 words
La Torre Pendente = 3
words
113
Writing Checklist
Please refer to the full writing rubric for definitions of each level.
4 3 2 1 0
Purpose/Task
• Accomplishes the task
• Includes details
• Connects ideas to task/purpose
Organization
• Exhibits a logical and coherent sequence
• Has a beginning, middle, and end
• Makes smooth transitions
Vocabulary
• Includes a variety of vocabulary
• Uses relevant and accurate words
Structure (degree to which errors hinder overall comprehensibility)
• Subject-verb agreement
• Present, past, future ideas expressed as appropriate
• Noun-adjective agreement
• Correct word order
•Spelling/diacritical marks
Word Count
• Comprehensible
• In target language
100
+
50-
99
<50
Conversion Chart
Raw Score Total Score
17-18 = 8
15-16 = 7
13-14 = 6
11-12 = 5
8-10 = 4
6-7 = 3
4-5 = 2
2-3 = 1
0-1 = 0
Total Raw Score ❏
Final Task Score ❏
Using the conversion chart
By applying the rubric, compute the raw score for each
writing task. Find that raw score on the conversion chart,
which creates a score of up to 8 points. Add the two scores
(one score from each of the two tasks) together and record
this total score (up to 16 points) on the answer booklet.
114
