CROSS CURRICULAR COMPETENCY (CCC) 3: Exercises Critical Judgement

CROSS CURRICULAR COMPETENCY (CCC) 3: Exercises Critical Judgement

Rubric

A / B / C / D
Quality of expression of his/her point of view
-Communicates viewpoint
-Justifies position
-Adopts an opinion
-Supports opinion / Viewpoint is clearly communicated. Position is clearly justified. Opinion is supported with logical examples. / Viewpoint is often communicated. Position is justified. Opinion is often supported with logical examples. / Viewpoint is rarely communicated. Position is rarely justified. Opinion is sometimes supported with examples. / Viewpoint is not clearly communicated. Position is not justified. Opinion is not supported with examples.
Degree of openness to questioning of the judgement
-Open to others’ suggestions / Clear evidence of openness to suggestion. Student is often open to questioning his/her judgement. / Some evidence of openness to suggestion. Student is open to questioning his/her judgement. / Little evidence of openness to suggestion. Student is sometimes open to questioning his/her judgement. / No evidence of openness to suggestion. Student is open to questioning his/her judgement.
Names / Task 1
(CCC3)
Quality
Openness / Task 6A, 6B
(CCC3)
Quality
Openness / Comments
1.
2.
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17.

CROSS CURRICULAR COMPETENCY (CCC) 3: Exercises Critical Judgement

Rubric

A / B / C / D
Quality of expression of his/her point of view
-Communicates viewpoint
-Justifies position
-Adopts an opinion
-Supports opinion / Viewpoint is clearly communicated. Position is clearly justified. Opinion is supported with logical examples. / Viewpoint is often communicated. Position is justified. Opinion is often supported with logical examples. / Viewpoint is rarely communicated. Position is rarely justified. Opinion is sometimes supported with examples. / Viewpoint is not clearly communicated. Position is not justified. Opinion is not supported with examples.
Degree of openness to questioning of the judgement
-Open to others’ suggestions / Clear evidence of openness to suggestion. Student is often open to questioning his/her judgement. / Some evidence of openness to suggestion. Student is open to questioning his/her judgement. / Little evidence of openness to suggestion. Student is sometimes open to questioning his/her judgement. / No evidence of openness to suggestion. Student is open to questioning his/her judgement.
Names / Task 1
(CCC3)
Quality
Openness / Task 6A, 6B
(CCC3)
Quality
Openness
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.

COMPETENCY 1: Interacts Orally in English

Rubric

A / B / C / D
Participation in oral interaction / Actively participates in the discussion. Asks questions to keep discussion going. / Participates in the discussion. Asks questions. Responds to questions without being prompted. / Participation is minimal. Responds to questions when prompted. / No contribution to the discussion in English.
Content of the message / Message is understandable. Mistakes and hesitations do not hinder understanding. Functional language is used effectively. / Overall message is understandable. Mistakes can sometimes hinder comprehension. Functional language is incorporated in speech. / Message requires interpretation. Mistakes and / or hesitations hinder comprehension. / Message is mostly given in French.
Articulation of the message / Spontaneous and fluid expression. Speech is well structured and accurate. / Fairly spontaneous and fluid expression. Speech is fairly well structured and fairly accurate. / Sometimes spontaneous expression. Speech is sometimes well structured and little accuracy is evident. / Expression is not spontaneous nor fluid. Speech is not well structured and little accuracy is evident.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 20081

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 20081

Names / Task 3B,3C
Participation
Takes risks
Content pertinence, coherence, supports, viewpoint
Articulation
AccuracyManagement / Task 4D,E
Participation
Takes risks
Content pertinence, coherence, supports, viewpoint
Articulation
Accuracy
Management / Task 5B,C
Participation
(C1)
Takes risks
Content pertinence, coherence, supports, viewpoint
Articulation
Accuracy
Management / Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 20081

COMPETENCY 1: Interacts Orally in English

Rubric

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 20081

COMPETENCY 1: Interacts Orally in English

Rubric

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

COMPETENCY 1: Interacts Orally in English

Rubric

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

COMPETENCY 2: Reinvests Understanding of Texts

Rubric

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

Criteria / A / B / C / D
Participation in the response process / Student uses many personal experiences while participating in the response process. / Student uses some personal experiences while participating in the response process. / Student uses few personal experiences while participating in the response process. / Student uses no personal experiences while participating in the response process.

Evidence of understanding of texts / Responses are clearly linked to the task and text. Answers are clear and relevant. / Responses are often linked to the task and text. Answers are often clear and relevant. / Responses are rarely linked to the task and text. Answers are somewhat clear and sometimes relevant. / Links to task and text are limited and unclear. Answers are rarely clear and often irrelevant.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.
Task 6A, 6B
Participation
Personal connection
Generalizes beyond text
Management of strategies and resources / Task 2A
Participation
Constructs meaning (C2)
Makes insightful generalizations to consider issues in a broader light
Management of strategies and resources / Task 3A
Participation Takes risks(C2)
Evidence of understanding
Makes Links
Use of knowledge / Task3B, 3C
Participation Keeps an open mind
Shares ideas(C2) / Task 4A,B,C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources / Task 5A,5B,5C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources
1.
2.
3
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

COMPETENCY 2: Reinvests Understanding of Texts

Rubric

Criteria / A / B / C / D
Participation in the response process / Student uses many personal experiences while participating in the response process. / Student uses some personal experiences while participating in the response process. / Student uses few personal experiences while participating in the response process. / Student uses no personal experiences while participating in the response process.

Evidence of understanding of texts / Responses are clearly linked to the task and text. Answers are clear and relevant. / Responses are often linked to the task and text. Answers are often clear and relevant. / Responses are rarely linked to the task and text. Answers are somewhat clear and sometimes relevant. / Links to task and text are limited and unclear. Answers are rarely clear and often irrelevant.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.
Task 6A, 6B
Participation
Personal connection
Generalizes beyond text
Management of strategies and resources / Task 2A
Participation
Constructs meaning (C2)
Makes insightful generalizations to consider issues in a broader light
Management of strategies and resources / Task 3A
Participation Takes risks(C2)
Evidence of understanding
Makes Links
Use of knowledge / Task3B, 3C
Participation Keeps an open mind
Shares ideas(C2) / Task 4A,B,C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources / Task 5A,5B,5C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

COMPETENCY 2: Reinvests Understanding of Texts

Rubric

Criteria / A / B / C / D
Participation in the response process / Student uses many personal experiences while participating in the response process. / Student uses some personal experiences while participating in the response process. / Student uses few personal experiences while participating in the response process. / Student uses no personal experiences while participating in the response process.

Evidence of understanding of texts / Responses are clearly linked to the task and text. Answers are clear and relevant. / Responses are often linked to the task and text. Answers are often clear and relevant. / Responses are rarely linked to the task and text. Answers are somewhat clear and sometimes relevant. / Links to task and text are limited and unclear. Answers are rarely clear and often irrelevant.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.
Task 6A, 6B
Participation
Personal connection
Generalizes beyond text
Management of strategies and resources / Task 2A
Participation Constructs meaning (C2)
Makes insightful generalizations to consider issues in a broader light
Management of strategies and resources / Task 3A
Participation Takes risks(C2)
Evidence of understanding
Makes Links
Use of knowledge / Task3B, 3C
Participation Keeps an open mind
Shares ideas(C2) / Task 4A,B,C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources / Task 5A,5B,5C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources
1.
2.
3
4.
5.
6.
7.
8.
9.
10.

COMPETENCY 2: Reinvests Understanding of Texts

Rubric

Criteria / A / B / C / D
Participation in the response process / Student uses many personal experiences while participating in the response process. / Student uses some personal experiences while participating in the response process. / Student uses few personal experiences while participating in the response process. / Student uses no personal experiences while participating in the response process.

Evidence of understanding of texts / Responses are clearly linked to the task and text. Answers are clear and relevant. / Responses are often linked to the task and text. Answers are often clear and relevant. / Responses are rarely linked to the task and text. Answers are somewhat clear and sometimes relevant. / Links to task and text are limited and unclear. Answers are rarely clear and often irrelevant.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.
Task 6A, 6B
Participation
Personal connection
Generalizes beyond text
Management of strategies and resources / Task 2A
Participation Constructs meaning (C2)
Makes insightful generalizations to consider issues in a broader light
Management of strategies and resources / Task 3A
Participation
Takes risks(C2)
Evidence of understanding
Makes Links
Use of knowledge / Task3B, 3C
Participation Keeps an open mind
Shares ideas(C2) / Task 4A,B,C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources / Task 5A,5B,5C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources
11.
12.
13.
14.
15.
16.
17.
18.
19.

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

COMPETENCY 2: Reinvests Understanding of Texts

Rubric

Criteria / A / B / C / D
Participation in the response process / Student uses many personal experiences while participating in the response process. / Student uses some personal experiences while participating in the response process. / Student uses few personal experiences while participating in the response process. / Student uses no personal experiences while participating in the response process.

Evidence of understanding of texts / Responses are clearly linked to the task and text. Answers are clear and relevant. / Responses are often linked to the task and text. Answers are often clear and relevant. / Responses are rarely linked to the task and text. Answers are somewhat clear and sometimes relevant. / Links to task and text are limited and unclear. Answers are rarely clear and often irrelevant.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.
Task 6A, 6B
Participation
Personal connection
Generalizes beyond text
Management of strategies and resources / Task 2A
Participation Constructs meaning (C2)
Makes insightful generalizations to consider issues in a broader light
Management of strategies and resources / Task 3A
Participation
Takes risks(C2)
Evidence of understanding
Makes Links
Use of knowledge / Task3B, 3C
Participation Keeps an open mind
Shares ideas(C2) / Task 4A,B,C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources / Task 5A,5B,5C
Participation
Constructs meaning
Evidence of understanding
Clear links to texts
Relevance of answers
Management of strategies and resources
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.

Evaluation Situation: Secondary Cycle One ESL Enriched program

May-June 2008

COMPETENCY 3: Writes and Produces Texts

Rubric

Criteria / A / B / C / D
Participation in the writing and production process / Text shows clear
evidence of the
use of a writing
process. / Text shows some evidence of the use of a writing process. / Text shows little evidence of the use of a writing process. / Text shows no evidence of the use of a writing process.
Content of the message / Student supports opinions with numerous facts and examples throughout text. / Student supports opinion with some facts and examples in text. / Student supports opinion with few facts and examples in text. / Student has difficulty supporting opinions and using facts and examples in text.
Formulation of the message / Message is very clear and accurate. / Message is clear and often accurate. / Message is sometimes clear and somewhat accurate. / Message is often unclear and often inaccurate.
Management of strategies and resources / Clear evidence of appropriate use of strategies and resources. / Some evidence of appropriate use of strategies and resources. / Little evidence of appropriate use of strategies and resources. / No evidence of appropriate use of strategies and resources.
Names / Task 6A, 6B
Participation
Uses writing process
Perseveres when faced with challenges / Task 6A, 6 B
Content
Pertinent
Coherent ideas
Supports viewpoint / Task 6A, 6 B
Formulation
Accuracy / Task 6A, 6B
Management
of strategies and resources / Comments
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13..
14.