Student:_______________
Date:
A. SCORING RUBRIC FOR PLAN OF
_______________________ INVESTIGATION
Rating Scale Final
Areas
0 1 2 3 Score
No reason and
title given or Reason given is Original and
Reason for choosing the Appropriate
obscure reason vague or weak ; insightful
(a) topic and selection of with appropriate title reason and title reason and
/3
title given
inappropriate given title given
title
Benefits are
Benefits are
Benefits given clearly
Expected benefits to clearly
are not clearly expressed, but
(b) you as a student of No benefits given stated, few are they are not all expressed , /3
English sound and
attainable sound, most are
attainable
attainable
Material to be Material to be
collected stated collected stated
(type or nature (type or nature
Material to be of material) of material) /2
collected not Limited list of Various sources
stated sources given for possible
material
(Internet etc…)
Proposal for collection
(c) given
and use of material
Use of the Use of the
Use of the
English English
English Language /2
Language skills Language skills
skills to be used
outlined and an clearly outlined
in analysing the
attempt made and clear
material not
to indicate how indication of
stated
they will be how they will be
used. used provided.
/10
Total marks for Plan of Investigation=10 marks
CXC 07/G/SYLL 16
B. SCORING RUBRIC FOR INDIVIDUAL PARTICIPATION
Name of Student:_______________
Date: _______________________
The total mark for Individual Participation will be 5 marks based on the responses obtained from
the sessions conducted by the teacher.
Total score /5
NOTE:
This scale should be completed by the teacher in discussion with the student on two different
occasions. After the first assessment, discussion should take place and feedback should be given to
the student to allow for improvement. The second assessment should produce the final mark out of
five agreed on by the teacher and student .
CXC 07/G/SYLL 16
C. SCORING RUBRIC FOR QUALITY OF WITHIN – GROUP ACTIVITIES
Name of Group:_______________
Date: _______________________
Rating Scale
Facets of process Final Score
0 1 2 3
The plan of work exists and All members have seen , read
Plan of work not known by all
1 Communication most group members have and discussed the plan of
group members /2
seen , read and discussed it work
No awareness of what Some awareness of what Members seek out and are /2
2 Collaboration members of the group are members of the group are aware of what all members
doing doing of the group are doing
Group members show no Group members engaged in Group members engaged in Group members engaged in /3
reflection on work at the end reflection on work at the end reflection on work at the end of
6 Reflection* evidence of reflecting on their
of some of the activities or of most of the activities or all of the activities or sessions
work
sessions sessions
There is obvious Members attempt to resolve Members are actively /3
misunderstanding among issues and problems to Members respect and
creating interaction with
7 Interaction members. Group unable to ensure a comfortable appreciate each other; and
each other and displaying
resolve problems relationship among group show empathy to all members
trust and respect
members
Total marks for Quality of Within-Group Activities = 10 marks Total Score /10
*THIS IS NOT AN ASSESSMENT OF THE THREE ENTRIES
NOTE TO TEACHER: The mark awarded is a group mark. All students receive the same mark.
CXC 01/G/SYLL 15
D. SCORING RUBRIC FOR WRITTEN REPORT
Rating Scale
Facets of Task
1 2 3 4
Does not meet the required The required number of stimuli has Contexts in/from which the stimuli Contexts in/from which the stimuli are
number of pieces been selected but some of the are chosen are explicitly given. chosen are explicitly given.
issues are only implied.
Stimuli chosen are of little There is evidence of the procedures There is clear evidence of the procedure
relevance or a weak attempt is Some tasks are noted but used in selecting the three stimuli used in selecting the three stimuli
made to force relevance generally there seems to be
inadequacy, and lack of clarity. Some of the issues associated with Issues raised (in the stimuli) are clearly
1. Content Only one or two tasks the stimuli are not clearly defined and fully explored
attempted The report indicates an stated(more information is needed)
understanding of tasks but All relevant tasks (processes, procedures)
execution is insufficient There is indication of the tasks to be which should have been/ are to be,
done but some aspects are left out performed by group members and
described in the reporting are noted and
defined.
Weak response to the tasks: Analysis focuses on some of the Excellent response to the tasks:
(focus, summary, analysis key issues. (focus, summary, analysis)
Issues are not clearly identified Good evidence of research Analysis focuses on the key issues.
CXC 01/G/SYLL 15
Rating Scale
Facets of Task
1 2 3 4
The report: The report: The report:
Good control of basic grammar, Very good control of language Excellent use of Standard English in
3. Language use vocabulary and mechanics. (grammar and vocabulary) - errors the appropriate tone and register
and vocabulary Competent sentence structure do not suggest lack of capacity
but lacking in maturity of The vocabulary shows excellent
expression knowledge of and interaction with
the issues and context.
CXC 01/G/SYLL 15
E. SCORING RUBRIC FOR ORAL PRESENTATION
Rating Scale
Facets of Tasks
0 1 2 3 4
awkward but acceptable
choppy Intelligible; clear;
intonation;
1. Fluency of delivery jerky, halting fragmentary smooth;
continuous;
long pauses well-paced flow
natural
connections with
Clear organisation of
topic/issue unclear;
Limited comprehension ideas;
2. Structure, incomprehensible; Connections with Coherent;
lacks elaboration; Sustained treatment of
Comprehensibility, key issues not depicted; topic/issue unclear; Key issues well developed
Slightly incoherent in topic/theme/issues;
and development of style of presentation does Very incoherent in parts; Well expressed in many
parts; Style very effective and
topic not always aid in Utterance incorrect parts; very effective style
Somewhat limited; impactful in
depicting the key issues.
communicating
Adequate style of
Ideas limited to
presentation
inadequate words and Accurate use of grammar
lacks basic words; Basic sentences are used;
jargon Effective use of grammar
3. Language use and lack specificity; Control of basic
Lacks specificity and vocabulary;
vocabulary very many errors in grammatical structures;
Limited range of High degree of fluency;
words and sentences Reliance on practical
grammar Rich vocabulary
expressions;
CXC 01/G/SYLL 15
F. SCORING RUBRIC FOR REFLECTION
The assessment of this component will be based on the following:
Theme factors – critical knowledge related to theme, how material shaped thinking
Language factors – analysis of language, good organisation.
Process factors – personal value, benefits clearly identified
CXC 01/G/SYLL 15