Assessment Rubricsfor TRANSITIONS

Beginning –1
(0 – 59) / Developing –2
(60-74) / Competent –3
(75-89) / Exceptional –4
(90 – 100)
Listening/Observing /
  • Identifies main ideas in slow speech with ample opportunity for clarification, rephrasing and repetition.
  • Acknowledges basic conversation strategies: greeting and closing, clarification, some turn taking
  • Identifies some main aspects of American non-verbal behavior (e.g., common gestures, eye contact, personal space)
  • Identifies information in slow, face-to-face conversation with the opportunity for clarification; listening strategies limited
  • Distinguishes between fact and opinion in conversation or lecture
  • Extracts elemental meaning from speech patterns: most common suffixes (e.g. -ed, -ing); understanding dependent mainly upon familiarity with the vocabulary and simple, familiar sentence patterns
/
  • Identifies the main ideas in conversations on a variety of topics. Some repetition or rephrasing may be required.
  • Acknowledges most conversational amenities
  • Recognizes some non-verbal behavior and expressions; incomplete analysis
  • Identifies information in face-to-face and telephone/taped conversation & lecture; Usessome listening strategies
  • Distinguishes fact from opinion; evaluates sources with guidance
  • Deduces possible meaning of unfamiliar words through suffixes and word order in sentence; repetition may be required
/
  • Follows (attends to) and identifies the gist of face-to-face conversations on a variety of everyday subjects spoken at normal speed and using common patterns of reduced speech, phrasal verbs, idioms and slang
  • Acknowledgesmost conversational amenities (e.g. turn-taking, not interrupting, etc.)
  • Analyzes interpersonal non-verbal behavior with some misinterpretation
  • Identifies information and shows some ability to adjust listening strategies (use of prior knowledge, listen for the gist, use organizational patterns & assoc., find listening clues) in a variety of listening contexts
  • Distinguishes fact from opinion; evaluates sources; determines the usefulness, bias &/or accuracy of information heard
  • Uses some critical thinking skills to analyze the information in a listening situation
/
  • Demonstrates comprehension of conversation at normal speed, including reduced speech, phrasal verbs, idioms, slang, humor, similes, metaphors, etc.
  • Acknowledges conversational amenities in a variety of situations (i.e. gender, age levels, social vs. work, etc.)
  • Analyzes and interpretsnonverbal interpersonal behavior
  • Monitors and adjusts listening strategies to maximize comprehension in a variety of listening contexts
  • Applies critical thinking skills (recognize loaded language, distinguish fact from opinion, identify inferences, evaluate sources) to determine the usefulness, bias &/or accuracy of information heard
  • Extracts meaning from complex grammar speech patterns, using some extensive vocabulary (e.g., conditionals, subordinate clauses, compound-complex sentences, etc.) in a variety of contexts

Speaking /
  • Presents incomplete oral summary; sources of information may not be cited
  • Shows little evidence of persuasive strategies; difference of opinion categorical, perhaps confrontational or evasive
  • Difficult to understand and follow ideas in oral presentation; no clear organizational pattern
  • Pronunciation strongly inhibits comprehension.
  • Many mistakes in word choice and grammar/sentence word order contribute to a serious communication problem.
/
  • Summarizes main ideas from a variety of sources; missing supporting information; sources not clearly synthesized or not cited
  • Shows some nonverbal and oral strategies to persuade/influence in informal conversation
  • Presents an oralsummary covering basic points but not following a clearly defined organizational pattern or a pattern inappropriate to the topic or the audience
  • Speaks clearly so that most Americans will understand, in spite of some pronunciation, stress, rhythm or intonation problems
  • The grammar/word choice errors in speech are not major, but they do require occasional listener request for clarification
/
  • Summarizes orally and clarifies information received from a variety of sources
  • Demonstrates ability to persuade and influence in social or academic setting
  • Uses appropriate organizational pattern (e.g. chronological, topical, problem-solution, etc.) for intended audience to make an oral presentation on a chosen topic
  • Pronunciation (including stress, rhythm and intonation) may be slightly accented but does not hinder comprehension
  • Grammar & word choice accurate and appropriate to purpose and audience; errors do not affect overall comprehension
/
  • Presents a clear, complete oral summary; sources cited and well synthesized
  • Demonstrates effective and fluent use of persuasive techniques to influence listeners
  • Chooses appropriate organizational pattern for oral presentation; use clear transitions from one sub-topic to the next and present a strong conclusion
  • Pronunciation (including stress, rhythm and intonation) is very fluent and easy to understand
  • Very few and minor errors in grammar, sentence word order and word choice. Comprehension is not impacted.

Reading /
  • Little comprehension of detailed information from printed sources, such as forms, telephone directories, etc.
  • Little comprehension of authentic prose material
  • Student’s inferences from, conclusions & predictions about, & interpretations of written material show little comprehension.
  • Demonstrates little ability to monitor comprehension or apply different reading strategies
  • Demonstrates difficulty in understanding or making use of text structure to locate or understand unfamiliar material
/
  • Incomplete comprehension of detailed information from printed sources (forms, telephone book, etc)
  • Incomplete comprehension of authentic prose material
  • Inferences from, conclusions &predictions about, and interpretations of written material show incomplete comprehension
  • Demonstrates the use of some reading strategies (e.g., ignore an unfamiliar word, visualize, read ahead to connect information, think of an example, etc.) to comprehend difficult text
  • When shown the method of organization of text material, the student can apply that knowledge to better look for and understand unfamiliar material
/
  • Nearly complete comprehension of detailed information from printed sources
  • Nearly complete comprehension of authentic prose material
  • Student’s inferences from, conclusions about, and interpretations of written material show nearly complete comprehension
  • Demonstrates the use of skimming and scanning and varying reading strategies in working with different texts or other written materials.
  • Shows some analysis and application of text structure to understand unfamiliar material
/
  • Shows full and complete comprehension of detailed information from printed sources
  • Demonstrates complete comprehension of authentic prose materials
  • Student’s inferences from, conclusions and predictions about, and interpretations of written material demonstrate full and complete comprehension
  • Demonstrates ability to monitor comprehension and apply appropriate reading strategies in working with difficult text
  • Analyzes the context text structure (description, sequence, comparison-contrast, case-effect, and problem-solution) to understand unfamiliar written material

Writing /
  • Writing lacks clear organization and has significant errors in grammar
  • Writing shows no awareness of audience
  • Ideas are undeveloped
  • Many sentences are incomplete and incorrectly punctuated
  • Overall meaning unclear
/
  • Writing is organized but has many grammatical errors
  • Vocabulary and details are limited, and transitions are used inappropriately
  • Content and language show some awareness of intended audience
  • Ideas are poorly developed
  • Some sentences are incomplete &/or incorrectly punctuated
/
  • Writing is organized and shows appropriate use of details, voc., grammar, & transitions
  • Content and language are appropriate for intended audience
  • Ideas are adequately developed
  • Most sentences are complete and correctly punctuated
/
  • Writing is well-organized & shows sophisticated use of details, vocabulary, grammar, transitions
  • *Content and language show clear awareness of intended audience
  • Ideas are fully developed
  • Sentences are complete and correctly punctuated

NN, 10/4/2018