Generic Multi-trait Rubric
Communication Standard 1.1 (Interpersonal Communication)

Conversations, emails (Beginner - High school Year 1)

Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. The interpersonal mode of communication is characterized by "spontaneous" conversation. While role role plays are often unrehearsed, skits generally are not and would therefore not fit the description of the interpersonal mode. (See Speaking http://www.carla.umn.edu/assessment/VAC/Evaluation/e_1.html for rubrics for skits)

 

 Exceeds expectations

Meets expectations

 Not there yet

Negotiating meaning and participation in conversation

Able to use sufficient quantity of language to communicate successfully with partner/group using formulaic responses and memorized language. Attempts to express own meaning.

Able to use sufficient quantity of language to communicate successfully with partner/group using formulaic responses and memorized language.

Attempts to communicate with partner/group are not successful because responses are not appropriate or adequate.

Vocabulary

Shows control of a broad range of the vocabulary taught in class and always uses this vocabulary appropriately.

Shows control of an adequate range of the vocabulary taught in class and most often uses this vocabulary appropriately.

Shows very limited control of the vocabulary taught, making discussion extremely difficult; OR not enough speech to evaluate

Accuracy: (Use of basic language structures)

Speech is accurate when using memorized phrases. Some errors may occur when expressing own meaning.

Speech is generally accurate when using memorized phrases. Errors are more frequent when trying to express own meaning.

Memorized phrases contain frequent errors and/or use of English.

Comprehensibility: (How well can students be understood)

  

Student’s speech can be understood by those accustomed to speech of language learners.

Most of student’s speech can understood by those accustomed to speech of language earners.

Student’s speech can be understood only with effort and use of interpretation by those accustomed to speech of language learners.

Pronunciation and Fluency

Speech has few pauses. No mispronunciation that would interfere with comprehension by a sympathetic native speaker.

Speech contains some pauses and rephrasing. Mispronunciation of words or errors in intonation cause several misunderstandings.

Speech is hesitant, choppy. Mispronunciation and inaccurate stress make understanding difficult. Much repetition; OR not enough speech to evaluate.

Rubric based on ACTFL Performance Guidelines for K-12 Learners©ACTFL.