The document summarizes revisions to the rating rubric for the ECPE writing test that will take effect in June 2009. A new level "E" will be added below the existing level "D" to provide more granularity in scoring. The descriptors for levels A through C will remain the same, but level D will be divided into a new level D and the new lowest level E. The minimum passing score will remain a C. The writing task itself will not change.
Step 1) Think about yourself and your future plans covered in the previous lessons. Focus on the questions below:
- Will you go to university, do a course, or get a job once you finish school?
- What will you become one day? / What will you do in ten years?
- What are you going to do this summer?
Step 2) Individually, analyze the previous questions and brainstorm your ideas to answer them.
Step 3) Consolidate your ideas, organize them, and record a 2 minute Flipgrid video to talk about your plans for the future.
Assessment: Summative. Your video will be evaluated using the FUTURE PLANS VIDEO RUBRIC.
Differentiated assessment: Record a 1 minute Flipgrid video to talk about your plans for the future.
Step 1) Think about yourself and your future plans covered in the previous lessons. Focus on the questions below:
- Would you like to go to university, do a course, or get a job once you finish school?
- What do you hope to be doing this time next year?
- What do you hope to be doing in five years?
Step 2) Individually, analyze the previous questions and brainstorm your ideas to answer them.
Step 3) Consolidate your ideas, organize them, and record a 2 minute Flipgrid video to talk about your plans for the future.
Assessment: Summative. Your video will be evaluated using the TALKING ABOUT FUTURE PLANS VIDEO - RUBRIC.
Differentiated assessment: Record a 1 minute Flipgrid video to talk about your plans for the future.
Step 1) Think about yourself and your future plans covered in the previous lessons. Focus on the questions below:
- Will you go to university, do a course, or get a job once you finish school?
- What will you become one day? / What will you do in ten years?
- What are you going to do this summer?
Step 2) Individually, analyze the previous questions and brainstorm your ideas to answer them.
Step 3) Consolidate your ideas, organize them, and record a 2 minute Flipgrid video to talk about your plans for the future.
Assessment: Summative. Your video will be evaluated using the FUTURE PLANS VIDEO RUBRIC.
Differentiated assessment: Record a 1 minute Flipgrid video to talk about your plans for the future.
Step 1) Think about yourself and your future plans covered in the previous lessons. Focus on the questions below:
- Would you like to go to university, do a course, or get a job once you finish school?
- What do you hope to be doing this time next year?
- What do you hope to be doing in five years?
Step 2) Individually, analyze the previous questions and brainstorm your ideas to answer them.
Step 3) Consolidate your ideas, organize them, and record a 2 minute Flipgrid video to talk about your plans for the future.
Assessment: Summative. Your video will be evaluated using the TALKING ABOUT FUTURE PLANS VIDEO - RUBRIC.
Differentiated assessment: Record a 1 minute Flipgrid video to talk about your plans for the future.
1. ECPE writing TEST RUBRIC, REVISED for 2009
A revised rating scale for the ECPE writing test will be implemented in June 2009. The new rubric will
have five levels: A, B, C, D, and E. The descriptors for performance levels A, B, and C will not change;
only level D will be divided into a new D and an E level. The minimum passing level will continue to be
C. The writing task will not change.
Please note that the 4-level rubric (A, B, C, and D) will remain in effect for ECPE examinations
administered in 2008.
RATING RHETORIC GRAMMAR/SYNTAX VOCABULARY MECHANICS
A • Topic richly, fully, • Flexible use of • Broad range, • Spelling and
Honors complexly developed a wide range of appropriately used punctuation errors are
• Organization well- syntactic (sentence rare and insignificant
controlled, appropriate level) structures;
to the material morphological (word
forms) control nearly
• Connection is smooth always accurate
B • Topic clearly and • Both simple and • Vocabulary use shows • Spelling and
completely developed, complex syntax flexibility, is usually punctuation errors
with acknowledgment adequately used; good appropriate are infrequent and not
of its complexity morphological control • Any inappropriate distracting
• Organization is vocabulary does not
controlled and shows confuse meaning
appropriateness to the
material
• Few problems with
connection
C • Topic clearly • Both simple and • Adequate vocabulary, • Spelling and
developed, but not complex syntax but may sometimes be punctuation errors
always completely or present inappropriately used sometimes distracting
with acknowledgment • For some, syntax is
of its complexity cautious but accurate,
• Organization generally while others are more
controlled; connection fluent but less accurate
sometimes absent or • Inconsistent
unsuccessful morphological control
D • Topic development • Morphological errors • Vocabulary may • Spelling and
usually clear but are frequent be limited in range, punctuation errors are
simple and may be • Simple sentences tend and is sometimes frequently distracting
repetitive to be accurate; more inappropriately used to
• Attempts to address complex ones tend to the point that it causes
different perspectives be inaccurate confusion
on the topic are often
unsuccessful
• Overreliance on
prefabricated
language and/or
language from the
prompt
• Organization partially
controlled
E • Topic development • Pervasive and basic • Incorrect use of • Basic vocabulary
may be unclear errors in sentence vocabulary causes words regularly
and/or limited by structure and word confusion misspelled
incompleteness or order cause confusion • Even basic words may • Little or no control over
lack of focus • Problems with subject- be misused sentence boundaries
• Might not be relevant verb agreement, tense • May show interference • Spelling and
to topic formation or word from other languages punctuation errors
• Connection of ideas formation regularly cause
often absent or • Even basic sentences confusion
unsuccessful are filled with errors