BLM 9 Assessment Rubric—First Subtask (Planning a video game)

knowledge/skills / level 1 / level 2 / level 3 / level 4
reading
Communication
Peer-edit a classmate’s graphic organizer / •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
Comprehension
Read and identify the main ideas and details of the Au boulot! / •identifies few of the main elements and details
•paraphrases few of the main ideas and details / •identifies some of the main elements and details
•paraphrases some of the main ideas and details / •identifies most of the main elements and details
•paraphrases most of the main ideas and details / •identifies all or almost all of the main elements and details
•paraphrases all or almost all of the main ideas and details
writing
Communication
Complete a graphic organizer that includes
° sport and name of the video game
° equipment needed
° places where the sport is practised
° expressions associated with the sport
° obstacles / •includes information for few required categories
•with constant teacher support / •includes information for some required categories
•with frequent teacher support / •includes information for all categories
•with occasional teacher support / •includes detailed information for all categories with creative additions
•with little or no teacher support
Organization of Ideas
Organize required information logically; use planning strategies / •organizes few elements logically
•uses few of the planning strategies / •organizes some elements logically
•uses some of the planning strategies / •organizes most elements logically
•uses most of the planning strategies / •organizes all or almost all elements logically
•uses all or almost all of the planning strategies
Application of Language Knowledge
Use the contraction of the preposition à with the definite article; spell correctly / •uses few contractions of the preposition à with the definite article
•begins to incorporate basic and thematic vocabulary with constant teacher support / •uses some contractions of the preposition à with the definite article
•begins to incorporate basic and thematic vocabulary with some precision / •uses many contractions of the preposition à with the definite article with frequent accuracy
•incorporates basic and thematic vocabulary with frequent precision / •always or almost always usescontractions of the preposition à with the definite article consistently and accurately
•incorporates basic and thematic vocabulary with precision
oral communication
Communication
Present the ideas represented on the graphic organizer to a partner / •with constant teacher support / •with frequent teacher support / •with occasional teacher support / •with little or no teacher support
Application of Language Knowledge
Use of the contraction of the preposition à with the definite article; use vocabulary from units under study / •uses contractions of the preposition à with the definite article
•begins to incorporate basic and thematic vocabulary with constant teacher support / •uses some contractions of the preposition à with the definite article
•begins to incorporate basic and thematic vocabulary with some precision / •uses many contractions of the preposition à with the definite article with frequent accuracy
•incorporates basic and thematic vocabulary with frequent precision / •always or almost always usescontractions of the preposition à with the definite article consistently and accurately
•incorporates basic and thematic vocabulary with precision