WebQuest
Trajes T�picos de los pa�ses hispanos
Evaluation
For grading we will follow the following MYP Language B standard: Assessment criteria:
- Criterion A: Oral communication�message and interaction
To what extent does the student show the ability to communicate ideas, interact and maintain the flow of the conversation?
To what extent can the student: communicate information, ideas and opinions.
- Criterion B: Oral communication�language
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student: use clear pronunciation and/or intonation correctly use a range of vocabulary; correctly use a range of grammatical structures?
- Criterion C: Writing�message and organization
To what extent does the student show the ability to communicate, organize and support relevant ideas?
To what extent can the student: provide information and ideas; develop ideas; use a format and structure appropriate to the task to organize the work?
- Criterion D: Writing�language
To what extent does the student show the ability to use the language effectively and accurately?
To what extent can the student: correctly use a range of vocabulary; correctly use a range of grammatical structures; show accuracy in spelling or writing of characters; write with a particular audience in mind?
Rubric
| # | 1-2 | 3-4 | 5-6 | 7-8 | Score |
|---|---|---|---|---|---|
| Criterion A- Oral communication (Message and Interaction) | incoherent; irrelevant and/or repetitive ideas; unsupported opinions. Difficulty in responding, even in familiar situations. Needs prompting to encourage a response; conversation/dialogue does not flow. | Some difficulty; sometimes irrelevant ideas; some opinions are supported. The student shows understanding through responding correctly in familiar situations. Occasional prompting to encourage a response, and this contributes to some lapses in the flow of conversation. | Some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; some opinions are supported. The student shows understanding through responding correctly in familiar situations. Occasional prompting to encourage a response, and this contributes to some lapses in the flow of conversation. | The student communicates information clearly, though there is some difficulty with more-complex ideas. The student�s ideas are relevant but not always developed; opinions are usually justified. The student shows understanding through responding correctly in familiar and some spontaneous situations. The student can maintain the flow of conversation, and may show some active and/or spontaneous engagement. The student needs occasional prompting but this does not disturb the flow of conversation. | 8 |
| Criterion B- Oral communication: language. | The student�s pronunciation and/or intonation are inaccurate and consistently interfere with comprehensibility. The student�s range of vocabulary and structures is limited and/or is used inappropriately or incorrectly. Errors interfere frequently. | The student�s pronunciation and/or intonation have mistakes that sometimes interfere with comprehensibility. The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. | The student�s pronunciation and/or intonation have occasional mistakes but these rarely interfere with comprehensibility. The student uses a range of vocabulary and structures appropriately; and attempts to use idiom and register appropriate to the context. Errors rarely interfere. | The student�s pronunciation and/or intonation have occasional mistakes, but these do not interfere with comprehensibility. The student uses a wide range of vocabulary and varied structures appropriately, including idiom and register appropriate to context. Errors do not interfere. | 8 |
| Criterion C- Writing: message and organization. | The student�s communication of information is incoherent; ideas are generally irrelevant and/or repetitive; opinions are unsupported. The lack of structure contributes to the poor clarity of the message. | The student has some difficulty in communicating information; ideas are sometimes irrelevant and/or repetitive; opinions are often unsupported. The student makes an attempt at structuring the work, and uses some basic cohesive devices. | The student communicates information clearly, though there is some difficulty with more-complex ideas. The student�s ideas are relevant but not always supported; opinions are sometimes justified. The student structures the work appropriately, which adds to the clarity of the message; there is an appropriate use of cohesive devices. | The student communicates information clearly and effectively; both simple and complex ideas are relevant and supported; opinions are justified. The student structures the work clearly and effectively, which adds to the clarity and coherence of the message; there is effective use of cohesive devices. | 8 |
| Criterion D- Writing: language. | The student uses a limited range of vocabulary and structures; these may be used inappropriately or incorrectly. Errors interfere frequently. Spelling/writing are inaccurate and interfere with communication. The writing does not reflect a sense of audience. | The student uses a basic range of vocabulary and structures, with occasional mistakes. Errors sometimes interfere. There are occasional mistakes in spelling/writing that sometimes interfere with communication. There is an attempt to use appropriate register, which shows some evidence of a sense of audience. | The student uses a range of vocabulary and structures appropriately; and attempts to use idiom appropriate to the context. Errors rarely interfere. There are occasional mistakes in spelling/writing but these do not interfere with communication. The student shows a sense of audience, though there may be some lapses in using the appropriate register. | The student uses a wide range of vocabulary and varied structures appropriately and uses idiom appropriate to the context. Errors do not interfere. The student shows a good command of spelling/writing. The student shows a clear sense of audience by consistently using an appropriate register. | |
Total Score: |
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