1 2 3 4 5

COMPREHENSION Cannot even said to Has great difficulty Understands most of what Understands nearly Understand everyday
understand even simple following what is said. Can is said at slower than everything at normal conversation and normal
conversation comprehend only social normal speecd with speech although occasional classroom discussions
conversation spoken slowly repetitions. repetitions may be
and with frequent necessary
repetitions.

FLUENCY Speech is so halting and Usually hesitant; often force Speech in everyday Speech in everyday Speech in everyday
fragmentary as to make into silence by language conversation and classroom conversation and classroom conversation and classroom
conversation virtually limitations discussion frequently discussion is generally discussion fluentl and
impossible disrupted by students fluent with occasional effortless; approximating
search for the correct lapses while the students that of native speaker
manner of expression. searches for the correct
manner of expression

VOCABULARY Vocabulary limitations so Misuse of words and very Student frequently uses Student occasionally uses Use of vocabulary and
extreme as to make limited make wrong words; conversation inappropriate terms and/or idioms approximate that of
conversation virtually comprehension quite somewhat limited because must rephrase ideas a native
impossible difficult of inadequate vocabulary because of lexical
speaker
inadequacies

PRONUNCIATION Pronunciation problems so Very hard to understand Pronunciation problems Always intelligible although Pronunciation and
severe as ro make the because of pronunciation necessitates concentration one is conscious of the intonation approximate that
speech virtually problems.Must frequently on the part of the listener delivery accent and of a native speaker
unintelligible repeat in order to make and occasionally lead to
Occasional inappropriate
him/herself understood misunderstanding
pattern

GRAMMARS Errors and grammars in Grammars and word order Makes frequent errors of Occasionally makes Grammatical usage and
words so severe as to make errors make comprehension grammars and word orders grammatical errors and /or word orderapproximate
the speech virtually difficult. Must often which occasionally obscure word-order errors which do that of a native-speaker
 unintelligible rephrase and/or restrict meaning not obscure meaning
himself/herself to basic
patterns.

1 2 3 4 5

SPEAKING RUBRIC

http://mocareered.org/common-core/doc/513902/rubric-roleplay.pdf
COMPREHENSION Cannot even said to Has great difficulty Understands most of what Understands nearly Understand everyday
understand even simple following what is said. Can is said at slower than everything at normal conversation and normal
conversation comprehend only social normal speech with speech although occasional classroom discussions
conversation spoken slowly repetitions. repetitions may be
and with frequent necessary
repetitions.

FLUENCY Speech is so halting and Usually hesitant; often force Speech in everyday Speech in everyday Speech in everyday
fragmentary as to make into silence by language conversation and classroom conversation and classroom conversation and classroom
conversation virtually limitations discussion frequently discussion is generally discussion fluentl and
impossible disrupted by students fluent with occasional effortless; approximating
search for the correct lapses while the students that of native speaker
manner of expression. searches for the correct
manner of expression

VOCABULARY Vocabulary limitations so Misuse of words and very Student frequently uses Student occasionally uses Use of vocabulary and
extreme as to make limited make wrong words; conversation inappropriate terms and/or idioms approximate that of
conversation virtually comprehension quite somewhat limited because must rephrase ideas a native
impossible difficult of inadequate vocabulary because of lexical
speaker
inadequacies

PRONUNCIATION Pronunciation problems so Very hard to understand Pronunciation problems Always intelligible although Pronunciation and
severe as ro make the because of pronunciation necessitates concentration one is conscious of the intonation approximate that
speech virtually problems.Must frequently on the part of the listener delivery accent and of a native speaker
unintelligible repeat in order to make and occasionally lead to
Occasional inappropriate
him/herself understood misunderstanding
pattern

GRAMMARS Errors and grammars in Grammars and word order Makes frequent errors of Occasionally makes Grammatical usage and
words so severe as to make errors make comprehension grammars and word orders grammatical errors and /or word orderapproximate
the speech virtually difficult. Must often which occasionally obscure word-order errors which do that of a native-speaker
unintelligible rephrase and/or restrict meaning not obscure meaning
himself/herself to basic
patterns.
Rubrics for Role Play
 Exceptional Admirable Acceptable Attempted

weigh
Criteria
4 3 2 1

t
 Indicates a clear  Good understanding of topic  Fair understanding of topic  Information is inaccurate
Understanding understanding of topic
 Mostly used the modals  The use of some modals are  Presentation is off topic
of Topic/ 35%
 Use modals properly and properly and accurately somewhat accurate
Content  The modals in the skit are
accurately
not properly used

 Accepts ideas of others;
able to compromise
Cooperation 5%
 All members contribute
 Accepts most ideas without
negative comments; able to
compromise
 Some members contribute
 Unwilling to compromise  Group does not work
together
 Few members contribute
 One person does all the
work

 Shows confidence  Shows some confidence  Unsure of responsibility  Portrayal stalls

Presentation
 Informative  Presents some information  Somewhat informative  Lacks information
(Use of
 Entertaining; engages  Engages audience  Engages audience  Audience bored
non-verbal
30% audience intermittently
cues,etc.portra  Can be heard  Mumbles
yal)  Speaks loudly and clearly  Hard to hear
 Some use of body language  Body language is lacking;
 Appropriate use of body  Some movement inappropriate
language

Pronunciation  Pronunciation is clear and  Most words are pronounced  Pronunciation is not clear  Pronunciation is poor and
20% concise and does not clearnly and students can be and students is quite hardly to be understood
interfere with the meaning understood difficult to understand
  Students demonstrate
creativity and uniqueness in
Creativity 10% presenting the skit that
powerfully enhance the role
play
 Students demonstrate  Students somewhat  Students demonstrate littel
creativity and uniqueness demonstrate creativity and effor to enhance the role
that enhance the roleplay uniqueness that enhance play
the role play a bit

A
 Adopted andd modified .Copyright © Texas Education Agency, 2006. All rights reserved.

CLASSROOM DEBATE RUBRIC --Levels of Performance

Criteria Weak Fair Good Excellent
1 2 3 4
Opening statement and
Closing statement
Organization and
Clarity: Viewpoints and
responses outlined clearly
and orderly. Proper use of
expressions showing
opinions
Use of Arguments:
Reasons are given to
support proposition
Use of Examples and
Facts:
Examples, statistics,and
facts are given to support
reasons.
Use of Refutation:
Each argument made by
opposing team responded
to and dealt with effectively.
Does not show an adequate
understanding of topic.
Uninteresting, unprepared;
background info did not match
what follows.
Closing is just a mere summary
Unclear in most parts;
disorganized and difficult to
follow. Do not use the
necessary expressions in
showing opinions
Few or no relevant reasons
given/ fallacies in reasoning
Every point was not supported.
Examples and statistics are
weak or non-existent
Ineffective, inaccurate and/or
irrelevant counter-arguments
made
Has attention getter:
Introduces main points of the
topic with ease. Somewhat
unrelated to what team
presents;
Closing is a mere summary
of team’s original points
without mention of rebuttals
Clear in some parts but
organization is not logical
Some relevant reasons given’
fallacies in reasoning used
Every major point supported
with facts, statistics and/or
examples, but relevance
questionable
Few effective
counter-arguments made but
several were weak
Attention getter interesting;
Clearly understood the topic
in-depth and presented
information with ease; provides
effective intro to points that
follow;
Closing effectively provides call to
action, Strong summary not mere
restatement
Most clear and orderly in all parts;
somewhat logical in organization.
Mostly use proper expressions in
shwing opinions
Most reasons given: most
relevant; not overly
Every major point was adequately
supported with relevant facts,
statistics and/or examples
Most counter-arguments were
accurate, relevant, and effective
Strong, effective attention getter;
Team members clearly understood
topic in-depth and presented
information forcefully and
convincingly.
Closing effectively sums up all points
raised by team and opponents; closes
on forcible clincher
Completely clear and orderly
presentation; logical organization of
major points and details.Use the
expressions in showing opinions
properly and accurately
Most relevant reasons given in
support; no fallacies in logic used;
reasons develop position effectively
Every major point was well supported
with several relevant facts, statistics
and/or examples.
Each rebuttal responded to with
effective, relevant and strong
counter-argument
 Use of Rebuttal: Off-topic, unsupported, illogical Few of the points raised are Most points are thoughtful, All points are thoughtful, effective,
Response to points raised rebuttals raised effective; relevant; some effective, relevant; points raised, relevant; points raised, supported by
by opposing team supported by research supported by research research

Presentation Style: Tone presentation style did not keep Some features were used gestures, eye contact, tone of Consistently used gestures, eye
of voice, volume, use of attention of audience; eye convincingly; kept attention voice and level of enthusiasm that contact, tone of voice and a level of
gestures, and enthusiasm contact weak; read from paper; of audience some of the time kept the attention of audience. enthusiasm in a way that kept the
are convincing could not hear; tone monotone attention of the audience.

Retrieved from http://www.whsd.k12.pa.us/userfiles/1445/Classes/7407/CLASSROOM%20DEBATE%20RUBRIC.doc

.
 Rubric for Dialogue
4 3 2 1

Fluency Student demonstrates Student demonstrates Student demonstrates Student demonstrates little
normal pace, not too fast, adequate normal pace, not some normal pace, not too normal pace, not too fast,
(20%)
not to slow. too fast, not to slow. fast, not to slow. not to slow.

Dialogue is hard to follow

Dialogue is well organized
and flows like a natural
Presentation/ conversation. Background
Memorization is clearly related to the
conversation.
(25%)
Dialogue is fairly well Dialogue is slightly and doesn't flow like a
organized and mostly flows confusing and somewhat natural conversation.
like a natural conversation. flows like a natural
conversation

Pronunciation/ No pronunciation errors are There are 1-2 errors in There are 5 or more
noted. pronunciation. There are 3-4 pronunciation errors.
Expression
Conversation is recited with Conversation is recited with pronunciation errors. Appropriate expression not
(25%) appropriate expression. mostly appropriate Conversation is recited with used.
expression. somewhat appropriate
expression.
Message/ Content The message to the listener The message to the listener The message to the listener The message to the listener
is clear and strong. is clear.The content is is somehow clear. is unclear.The content is
(30%)
almost related to the topic unclear and irrelevant to
The content is appropriate The content is somwhat
teh topic
to the topic relevant to the topic

Adopted and modified from:https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=W46AW5&

Rubric for Picture Description

5 Exceptional 4 Very Good 3 Average 2 Limited 1 Emergent

Communication Student communicates an
outstanding message
(Fluency/accuracy) related to a picture´s
description with no
hesitations.
Student communicates a Student communicates a Student has difficulty in Student has great difficulty
very clear message related clear message conveying the message, in conveying the message,
to a picture’sdescription related to a related to a
related to a pictures
with one or two picture’sdescription picture’sdescription
description with three or
hesitations.
more hesitations.

Student always uses the
vocabulary related to the
Vocabulary picture described including
words that are above
expected grade level.
Student mostly uses Student sometimes uses Student rarely uses Student almost never uses
vocabulary related to the vocabulary related to the vocabulary related to the vocabulary related to the
picture described within picture described within picture described below picture described.
expected grade level. expected grade level. expected grade level.
Task completion Student fully completes the Student almost completes Student partially completes Student fairly completes Student minimally
requirement of the task. the requirement of the the requirement of the the requirement of the task completes the
task. task. requirements of the task.

Verbal and Student always uses Student most of the time Student sometimes uses Student is inconsistent in Student uses
nonverbal effective eye contact, vocal uses effective eye contact, eye contact, vocal clarity the use of eye contact, ineffectiveeye contact,
clarity and appropriate vocal clarity and and adequate flow. vocal clarity and flow. vocal clarity and makes
pace appropriate pace. description difficult to
follow.

https://www.mep.go.cr/sites/default/files/page/adjuntos/rubricas-festival-nacional-ingles.pdf