Rubric Task


Published on

note: do not consider this task as a great one because honestly it is not, just saying (based on the results in terms of mark)

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Rubric Task

  1. 1. Assessment Task 2 (Final Version) Reading Comprehension ChecklistPut a mark in the empty space given if the statement is present in the performance of the student. Identify the main idea from the text . Is able to explain what happened at the beginning, middle and end of the text . Is able to make any prediction about what would happen next . Can link ideas from the text (cause & effect, for instance) . Can explain “why”, “to whom”, “how” and “what” happen in the text . Is able to find specific information such as “how many people are involved in a particular event” . Is able to retell the story . Can explain how the story of the characters could have been different . Provide personal viewpoints that contribute to the understanding of the task . Use examples in order to clarify the ideas . thClass context: 4 grade, Secondary School.Lesson aim: Write an essay about “X” text where students should develop their ability to criticize and demonstrate comprehension of the text read.Skill: Writing skillTask description: Students will have to read an “X” text previously presented by the teacher, including some background information in order to set the context of the task.Students should demonstrate their ability to read and comprehend a text, analyze it carefully and give their viewpoint through the whole essay by providing evidence that cansupport their ideas compared or contrasted, they also should follow the points to be evaluated in order to get a better result of the performance. Reference Page Diego Ulloa Iglesias
  2. 2. Assessment Task 2 (Final Version) Exemplary Learned Basic Apprentice Complex responses, Responses show good Responses show adequate Responses show little or none thoroughgoing understanding understanding of the text. understanding of the main idea of the evidence of constructing meaning and interpretation of the text. A solid summary of the text. text. from the text. Constructing Evidence of comprehension is Sufficient Evidence of There is a tendency about focusing on Inaccurate, irrelevant or incomplete meaning literally and inferentially. comprehension on different levels literal and inferential levels of evidence of literal or inferential Thorough demonstration of (inferential and literal) comprehension. comprehension is shown. knowledge about genres of a Sufficient demonstration of *Little demonstration of knowledge Show misunderstanding about text. knowledge about genres of texts. about genres of texts. genres of texts. Complex interpretations of the Interpretation of the text shows Sufficient demonstration of Tries to make some connections text shown by making good understanding by making comprehension of the text shown between some ideas taken from the connections among different connection among some parts of through some ideas interconnected. text but they are a bit confusing. parts of the text. Shows rich the text. Sufficient demonstration of Demonstration of understanding Connections within understanding through Shows appropriate understanding understanding of the text in terms of about the text is rather poor in terms text appropriate quotations taken through some quotations taken citations. of citations. from the text. from the text. Demonstration of analysis and Does not demonstrate ability to Show rich ability to analyze the Good analysis of the text and comparison between the two texts compare and analyze both texts. text and compare it to the adequate comparison between the could have been improved through previous already read. two texts. some examples. Supports or criticize thoughtfully Is able to criticize the viewpoint of Demonstrate ability to criticize the Generally accepts the writer’s authors assumptions and/or the author although is limited in point of view of the author but most of absolute authority, hence his/her perspective. alternative interpretations. the time regards the author and the personal viewpoint is based on Risk-Taking Personal viewpoint and Appropriate personal viewpoint text as authoritative, hence his/her supporting totally the idea of the assumptions about the text are about the text. personal view is seen little confusing. author. shown clearly. thClass context: 4 grade, Secondary School.Lesson aim: Read an “X” book given in order to promote critical thinking on students.Skill: Reading skillTask description: Students will have to read an “X” book previously presented by the teacher, including some background information in order to set the context of the task. This task could precedethe previous presented in order to relate the topics of the Unit (according to Planes y Programas del Ministerio de Educaciòn). Students should demonstrate their ability to read and comprehendthe book assigned and response the questions asked in a paper where “multiple choice”, “true or false” and “Complete with brief answers” will be the types of assessing the task. Reference page Diego Ulloa Iglesias