BLM 11 Assessment Rubric—First Subtask (Writing an itinerary for an imaginary trip)

knowledge/skills / level 1 / level 2 / level 3 / level 4
reading
Comprehension
Read and identify main ideas and details from itinerary / • identifies few of the main elements and details / • identifies some of the main elements and details / • identifies most of the main elements and details / • identifies all or almost all of the main elements and details
writing
Communication
Write an itinerary that includes
• destination
• mode of transportation
• type of ticket
• departure and return dates
• departure and return times / • writes few simple and very few compound sentences
• includes information for few required elements
• copies from a model
• with constant teacher support / • writes some simple and few compound sentences
• includes information for some required elements
• uses a model and makes minor changes to it
• with frequent teacher support / • frequently writes many accurate simple and some compound sentences
• includes information for all of the required elements
• creates new forms and makes some changes to a model
• with occasional teacher support / • always or almost always writes many accurate simple and compound sentences
• includes detailed information for all of the required elements, with creative additions
• creates new forms and makes significant changes to a model
• with little or no teacher support
Organization of Ideas
Organize required information by following models / • copies from a model / • uses a model and makes minor changes to it / • creates new forms and makes some changes to a model / • creates new forms and makes significant changes to a model
Application of Language Knowledge
Use appropriate travel vocabulary; use the verbs partir and arriver with appropriate prepositions; spell correctly / • uses substantially fewer than the suggested number of new vocabulary items
• with many errors in spelling and verb forms / • uses fewer than the suggested number of new vocabulary items
• with frequent errors in spelling and verb forms / • uses the suggested number of new vocabulary items
• with occasional errors in spelling and verb forms / • uses the suggested number of new vocabulary items, as well as additional vocabulary items pertinent to the theme
• with no errors in spelling and verb forms
oral communication
Communication
Present itinerary to a partner / • provides a very brief description of itinerary / • provides a brief description of itinerary / • provides a complete description of itinerary / • provides a complete and detailed description of itinerary
Comprehension
Provide feedback on classmates’ itinerary / • begins to provide minimal, very simple feedback / • begins to provide some simple feedback / • provides simple, accurate feedback / • provides detailed, unique feedback
Application of Language Knowledge
Use appropriate travel vocabulary; use the verbs partir and arriver with appropriate prepositions / • uses substantially fewer than the suggested number of new vocabulary items
• with constant teacher support / • uses fewer than the suggested number of new vocabulary items
• with frequent teacher support / • uses the suggested number of new vocabulary items
• with occasional teacher support / • uses the suggested number of new vocabulary items, as well as additional vocabulary items pertinent to the theme
• with little or no teacher support