Rubrics or Rating Scales for Language Skills

Mg. Roxanna Correa

Assessment Methods and Approaches to the

Teaching of English as a Second Language.

Valentina Leonor Acuña Z.

María Belén Quezada C.

Concepción, 2018
 Task 1: “My Role Model”
Skill: Speaking.
Aim: At the end of the lesson, students will be able to present a full description of
someone they admire using expressions for giving opinions, orally.

Instructions:
1. Work individually.
2. Think about an influential person you admire.
3. Research about her/his life.
4. Create a PPT or a Prezi presentation, including images and as less text as
possible (just dates, titles and small explanations).
5. You must include some important points such as:
a. A small biography.
b. Interesting facts about her/his life.
c. What makes her/him famous?
d. What are her/his achievements?
e. At the end of your presentation include why do you admire her/him?
6. Remember that you should characterise yourself as the person you choose.
 Oral Presentation Rubric

Students names: _______________________________________ Grade: ______

Date: __________________

Category 4 3 2 1

The student uses The student speaks The student The student is
an appropriate at an appropriate speaks quietly. barely audible,
volume volume for most of Increased even after
throughout presentation. volume briefly requests to speak
Clarity presentation. Good inflection after being up louder. No
Varies volume and enunciation. asked. Speaks inflection. Sounds
when appropriate. Occasionally with little bored or
Proper inflection sounds monotone. inflection uninterested. Pays
throughout little attention to
presentation. proper
Speaks clearly and pronunciation.
understandably

The student stands The student Sometimes the Student posture is

upright and posture is good for student rocks, poor. Shifts from
appears confident most of the shifts, or foot to foot, and
Posture & throughout. Avoid presentation. appears appears very
Eye rocking, shifting, Makes eye contact uncomfortable uncomfortable.
contact and other nervous numerous times . Make Makes almost no
behavior. The during occasional eye eye contact with
student makes eye presentation. Do contact with the audience.
contact not rely too heavily one or two Looks down or at
throughout the on notes or visual audience notes or visual
audience. aids. members. Do aids
not rely too
heavily on
notes or visual
aids.
 The entire All but 1 of the All but 2 of the Several required
Required performance required elements required elements were
Elements includes all the are included on the elements are missing.
required elements. performance. included on
the
performance.

The entire The majority of the Some More than half of

presentation is presentation stays materials are the presentation
Stays on focus on the topic. on-topic. The unrelated to do not directly
Topic The student is able student make the topic, or address the topic.
to answer effort to return to the student
audience topic when uses unrelated
questions without presentation or material to pad
straying from audience the
subject. questions strayed. presentation

The student uses The student uses The student The student uses
proper and few and repeated uses 1-2 less than 2
Vocabulary different expressions for expressions for expressions for
expressions for giving opinions and giving opinions giving opinions
giving opinions thoughts about the and thoughts and thoughts
and thoughts topic. about the about the topic.
about the topic topic.

Adapted from Rubistar and Rubric maker.

Total: ___ / 20 pts.

 Task 2: “Are you ready to party?”

Skill: Writing
Aim: At the end of the lesson, students will be able to write an email to a popular band
or singer requesting their presence at the party using related vocabulary.

Instructions:
1. Work in pairs.
2. Imagine that you and your partner own a discotheque and you will celebrate the
first anniversary of the place. Since the business has gone well, you want to hire
a singer or band to celebrate with a massive party.
3. Write an email of 150 - 200 words to the band or singer you choose requesting
their presence at the event.
4. The email must include:
a. Name of the event.
b. Place and Date of the event.
c. Budget.
d. What accommodations can you offer to the band/singer?
e. Why is it essential their presence in the event? (Give more than one
reason)
5. Remember to follow the appropriate framework for an email of request.
 Writing Rubric
Students names: _______________________________________ Grade: ______
Date: __________________

CATEGORY 3 2 1

Format Complies with all the Complies with less than Complies with less than
requirements for an 75% of the 50% of the requirements
email of request. requirements for an for an email of request.
email of request.

Grammar & Writers make 2-3 Writers make 4 errors Writers make more than
Spelling errors in grammar in grammar and/or 4 errors in grammar
(conventions) and/or spelling. spelling. and/or spelling

Ideas Ideas are expressed Ideas are expressed in a Ideas are somewhat
in a clear and pretty clear manner, organized, but are not
organized fashion. It but the organization very clear. It takes more
is easy to figure out could be better. than one reading to
what the email was figure out what the
about. email is about.

Vocabulary Writers uses a wide Writers use few Writers do not use terms
range of vocabulary vocabulary words related to the topic.
related to the topic. related to the topic.

Adapted from RubiStar.

Total: ___ / 12 pts.

 Writing Checklist
Students names: ________________________________________ Grade: ______
Date: __________________

Required Elements Yes No

The email presents the name of the event.

The email presents the place of the event.

The email presents the date of the event.

The email presents a budget.

The email presents accomodations offered to the

band/singer.

The email presents reasons for requiring that band/singer.

The number of words are between 150 - 200

Total: ___ / 7 pts.