(Prueba 2) Paper 2 Assessment Grading Rubrics used for the IB exam

Does the student utilize the language correctly and efficiently?

Is the student capable of developing and organizing pertinent ideas with clarity?
-Does the students writing reflect the correct style or type of writing? Is it formal or informal writing?
-Does the student set the writing up in the correct structural style/standard its asking for?
... an obituary, a diary entry, a complaint letter, an email, a newspaper article, a story, a narrative, a
speech, etc.

10-9

8-7

6-5

4-3

2-1

Language /
Lengua

Varied and
properly used
grammar & vocab.
Very few errors.
Use of complex
sentence
structure.
Effectively able to
communicate
ideas.

Mostly
comprehensible.
Grammar & vocab
generally correct.
Sentence structure is
clear, but has errors.

Comprehensible. Use
of basic grammar and
vocab is limited with
many errors.
Sentence structure is
simple. Inaccuracy
interferes with limited
communication.

Not always
comprehensible. Use
of grammar & vocab
often incorrect &/0r
limited. Inaccuracy
sometimes interferes
with communication.

Very hesitant &/or

incomprehensible.
Use of grammar &
vocab generally
incorrect &/or very
limited Inaccuracy
consistently interferes
with communication.

Level 1
not
achieved

6 = usually clear
structure
5 = sometimes
unclear structure

4 = limited, simple
structure, many basic
errors but clear
3 = simple structures
are unclear

2 = very limited, rarely

clear structure
1 = unclear structure,
extensive basic errors

How well
does the
student use
the language
well and
correctly?

B
Message /
Mensaje

10 = exemplary,
very complex
9 = very good,
bordering
complex

10-9

8-7

Writing generally
appropriate to
subject and
context. Simple &
complex ideas &
opinions generally
presented clearly,
coherently and
effectively.
Responses
generally relevant
& show some
imagination
Writing flows
coherently.

Writing is competent
with some effort at
more complex
writing. Writing often
appropriate to
subject and context.
Simple ideas &
opinions presented
clearly & coherently
Some difficulty with
more complex ideas.
Responses generally
relevant & contain
some details
Writing flows
coherently.

10 = exemplary,
give ample and
appropriate
supporting details.
9 = very good,
gives majority of
supporting details

C
Format /
Formato:
Register
Style / Tone
Type of Text

8 = range of
grammar/vocab is
accurate w/ some
errors, clear structure
7 = has errors,
mostly clear structure

5
Type of Text is
clearly
recognized. The
appropriate
standards for the
type of text are
implemented in an
obvious and
effective way.

6-5
Development of
ideas is limited due
to some difficulties
with understanding
the content. Simple
ideas & opinions
generally presented
clearly. Writing is
generally relevant
though.
6 = somewhat
relevant, sometimes
details support ideas
5 = lacks supporting
details

8 = mostly relevant,
good supporting
details
7 = fairly good
supporting details

4
Type of text is
generally
recognizable. The
appropriate
standards for the
type of text are
implemented in a
clear way.

3
The type of text is at
times recognizable
and sometimes
appropriate. The
standards for the
type of text are
implemented in a
limited way.

4-3
Limited
understanding.
Simple writing and
repetitive. Simple
ideas & opinions
presented with
difficulty, sometimes
incoherently. Writing
sometimes irrelevant
&/or repetitive.
Writing does not flow
coherently.

2-1
Writing is incoherent,
irrelevant, disjoined,
repetitive, and not
clear, information is
limited.

0
Level 1
not
achieved

2 = little to no
supporting details
1 = no supporting
details

4 = ideas are
sometimes irrelevant
and/or repetitive,
confusing
3 = ideas are
generally irrelevant
and/or repetitive

2
The type of text is at
times hard to
recognize and is not
appropriate to the
register and style.
The standards are
inappropriate and
very limited.

The type of text is

unrecognizable.
Directions were not
followed for the type
of text you are
writing.

Level 1
not
achieved

Apuntes:
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