The document provides rubrics for assessing oral performance, speaking skills, and presentations. The rubrics rate students on a scale from 0 to 4 and assess areas such as effort, amount of communication, comprehensibility, fluency, quality of communication, message clarity, vocabulary use, and grammar. Higher scores represent more effective communication and language use.
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
The document discusses indigenous education systems in the Philippines. It notes that the Philippines has over 100 indigenous communities totaling around 15-20 million people. While the communities vary in culture and heritage, they share experiences of discrimination. It also discusses the Indigenous Peoples Rights Act of 1997 which recognizes indigenous rights. The document then examines historical interventions in indigenous education and their impacts, as well as culturally sensitive approaches like incorporating local languages and knowledge. It describes key aspects of indigenous education systems, including curriculum, teaching methods, and evaluating learning. The conclusion emphasizes the importance of culture and affirming indigenous identity and knowledge systems in education.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Charasteristics of philippine folk danceAllan Alaurin
Filipino folk dances reflect the culture where women are respected and modesty is valued by having dancers apart to move freely. Most dances are done in pairs to express courtship, and hand movements have important meanings. Folkdances begin and end with a saludo to show courtesy and respect.
This document provides rubrics for evaluating vocal and instrumental performances of five Southeast Asian songs, as well as guidelines for basic musical improvisation. The singing rubric assesses melody, rhythm, pitch, and performance delivery. The instrumental performance rubric evaluates elements of music including pitch, rhythm, tone quality, and diction. A separate rubric is given for improvisation and examines rhythmic accuracy, tonal accuracy, creativity, and overall musical effect. Students are directed to perform the five songs from Southeast Asia using improvised instruments.
This document contains a collection of prayers, spiritual reflections, and quotes to be used for tutor classes at a school. It includes prayers for students, teachers, the ill, as well as quotes on topics like friendship, service, peace, love, forgiveness, and having faith from figures like Mother Teresa, Pope John Paul II, and others.
This document discusses various teaching strategies that can be used in teaching arts subjects. It describes strategies for delivering instruction, such as demonstrations and whole group instruction, as well as small group and one-on-one instruction. Additional strategies covered include collaborative and independent learning, using technology as a teaching tool, brainstorming, conferences, cooperative learning, discussion, experimenting, focused and free exploration, graphic organizers, guided activities, jigsaw, lateral thinking, and modeling.
The document discusses indigenous education systems in the Philippines. It notes that the Philippines has over 100 indigenous communities totaling around 15-20 million people. While the communities vary in culture and heritage, they share experiences of discrimination. It also discusses the Indigenous Peoples Rights Act of 1997 which recognizes indigenous rights. The document then examines historical interventions in indigenous education and their impacts, as well as culturally sensitive approaches like incorporating local languages and knowledge. It describes key aspects of indigenous education systems, including curriculum, teaching methods, and evaluating learning. The conclusion emphasizes the importance of culture and affirming indigenous identity and knowledge systems in education.
The document is a curriculum guide for music and art education in the Philippines from Kindergarten to Grade 10. It includes the conceptual framework, philosophy, standards, and content for music and art education. The conceptual framework focuses on student-centered, performance-based learning to empower students to connect music and art to their cultural identity and vision of the world. The philosophy discusses music and art as expressive and creative disciplines best learned through active experience and performance. The standards and content are presented for each grade level, with the goal of developing students' understanding and appreciation of Philippine and global music and art.
Charasteristics of philippine folk danceAllan Alaurin
Filipino folk dances reflect the culture where women are respected and modesty is valued by having dancers apart to move freely. Most dances are done in pairs to express courtship, and hand movements have important meanings. Folkdances begin and end with a saludo to show courtesy and respect.
This document provides rubrics for evaluating vocal and instrumental performances of five Southeast Asian songs, as well as guidelines for basic musical improvisation. The singing rubric assesses melody, rhythm, pitch, and performance delivery. The instrumental performance rubric evaluates elements of music including pitch, rhythm, tone quality, and diction. A separate rubric is given for improvisation and examines rhythmic accuracy, tonal accuracy, creativity, and overall musical effect. Students are directed to perform the five songs from Southeast Asia using improvised instruments.
This document contains a collection of prayers, spiritual reflections, and quotes to be used for tutor classes at a school. It includes prayers for students, teachers, the ill, as well as quotes on topics like friendship, service, peace, love, forgiveness, and having faith from figures like Mother Teresa, Pope John Paul II, and others.
The Banga is a dance from Kalinga province performed by young women balancing clay pots on their heads. It depicts women fetching water from the river in a graceful manner. The dance is performed to the beat of flat gongs played by male musicians. Dancers move in a circle or columns with springy steps while keeping their balance. Their colorful traditional costumes include woven skirts, beads, and feather headdresses. The Banga is part of Kalinga culture and celebrates the strength and beauty of Kalinga women.
This document provides an overview of traditional folk dances from different regions of the Philippines. It discusses dances from Luzon like the Cariñosa, Banga, and Pandanggo sa Ilaw. Dances from the Visayas region highlighted include Tinikling, Kuratsa, and Mazurka Bohalana. Mindanao dances described are Itik-itik, Singkil, and Kandingan. The document explains the origins and movements associated with many of these dances, which were often performed during festivals or celebrations to commemorate important events. Traditional Philippine folk dances help preserve cultural heritage as they have been passed down through generations.
The document provides information about cheerdance including:
1) A brief history of cheerleading and how it evolved into cheerdance which combines cheers, gymnastics, and dance.
2) Details about the formation of the Cheerleading Philippines organization and its growth.
3) Summaries of different types of cheerleading motions and jumps as well as common injuries and safety tips.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
The Value Of Art
Students have the opportunity to learn the vocabulary of art and develop an appreciation of art at the same time as developing the ir English capabilities.
History of Physical Education in the Philippines: Pre-Spanish TimesNorzie Morales
Subject: SPEAR 201 Historical and Philosophical Background of Physical Education
Course: Master of Science in Physical Education
School: Mindanao State University - Iligan Institute of Technology
Reference Book: History of Physical Education in the Philippines by Celia Bocobo-Olivar
The document defines key elements of music including sound, harmony, melody, rhythm, and form. It provides definitions and examples for each element. Sound is described using the acronym SHMRF which stands for sound, harmony, melody, rhythm, and form. Texture, timbre, and dynamics are discussed as elements of sound. Major and minor scales are provided as examples for harmony. Melody is defined using concepts like range, shape, and motion. Rhythm includes tempo, meter, and pulse. Form examines concepts like repetition, variation, contrast, motives, and musical phrases.
During the Renaissance period from 1400-1600, interest in music revived as authority of the church lessened. This led to developments like secular music rising in prominence and polyphonic imitation between voice parts. Important innovations included the invention of music printing, which helped spread music, as well as word painting where music illustrated the text. Major Renaissance composers like Josquin des Prez, Palestrina, Lassus, and William Byrd composed influential sacred pieces like masses and motets as well as secular works like madrigals.
The document discusses the competencies and skills needed to be an effective music teacher. It outlines personal traits like being pleasant and enthusiastic about music. Musical abilities like singing, reading music, and playing an instrument are important. It also discusses how to improve the music classroom environment and includes charts of different areas of musical experience like creative music, instrumental music, and vocal music. The Kodaly method of teaching music concepts to children using hand signals is mentioned. Sample songs and their musical notes are provided.
Folk dancing involves traditional dances that developed among certain cultural groups to reflect their lives and traditions. The basic steps include formations with couples, bowing to show respect, holding arms laterally at shoulder level, bending the body around the axis, tapping or stamping with one foot, and leaping by springing between feet.
Folk dance is the oldest form of dance that evolved from everyday activities like festivals and rituals. Philippine folk dances can be classified into 5 groups: Cordillera dances from mountain tribes, Spanish-influenced dances, Muslim dances, tribal dances, and rural dances. Each type of folk dance reflects the cultural traditions, rituals, and way of life of the people from that region. Some examples of ethnic groups discussed are the Aeta people, Ifugao people known for their rice terraces, Maranao people from Lake Lanao region, and Yakan people from the Sulu Archipelago.
The document provides the K to 12 curriculum guide for music and art from Grade 1 to Grade 10. It includes the conceptual framework, philosophy and rationale for music and art education, standards, and content standards for each grade level. The curriculum is designed to be student-centered and performance-based, empowering students to express themselves artistically and develop cultural literacy through active participation in music and art.
ARTS - Mediums of the Visual Arts: Painting, Sculpture and ArchitectureJewel Jem
Mediums of the Visual Arts: Painting, Sculpture and Architecture.
A short presentation about Painting, Sculpture and Architecture, its meanings, types, examples and photos.. Art for High Schoolers.
The document provides a rubric for grading folk dances with criteria in five areas: formation, sequence of steps, beat, style, and work ethic. It establishes four levels of achievement - Beginning, Satisfactory, Proficient, and Excellent - with descriptors for student performance at each level.
K TO 12 GRADE 7 LEARNING MODULE IN MUSIC (Q3-Q4)LiGhT ArOhL
This document provides teaching materials for a lesson on Philippine vocal music. The lesson introduces students to two genres: nationalistic songs and love songs. It discusses four compositions as examples: "Marangal na Dalit ng Katagalugan" by Julio Nakpil, "Lupang Hinirang" by Julian Felipe, "Nasaan Ka Irog?" by Nicanor Abelardo, and "Gaano Ko Ikaw Kamahal" by Ernani Cuenco. Students will analyze the musical elements, cultural context, and social functions of the songs. They will also perform one of the songs as a group, incorporating singing and dance. The lesson aims to help students understand how these musical
This document compares and contrasts cheerleading and cheerdancing. Cheerleading involves leading cheers and shouts to motivate a sports team, while incorporating gymnastics skills such as jumps, tumbling, and lifts. Cheerdancing combines cheers, gymnastic skills, and dance moves from different genres into a routine. The document outlines the essential skills of cheerdancing, including various arm positions, leg positions, tumbling skills, jumps, and pyramids. It provides examples of different types of jumps, pyramids, and the steps to execute a pyramid.
This document describes 5 positions for dance or exercise. The 1st position involves raising the arms in a circle in front of the chest with the heels close and toes apart. The 2nd position has the arms opening to the sides below shoulder level with the feet apart sideways. The 3rd position raises one arm overhead while the other remains in the 2nd position, with one heel touching the other foot's instep.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Procedure Guidelines - An example of performance rubricsJack Frost
The document outlines guidelines for performing cardiopulmonary resuscitation (CPR) for adults, children, and infants. It provides 10 steps for CPR including: assessing the scene and victim, calling for help, opening the airway, providing breaths, checking for a pulse, beginning 2 minutes of chest compressions, rechecking the pulse and signs of circulation, providing rescue breaths if the pulse is present but breathing is absent, and placing the victim in a recovery position after 2 minutes. It also provides criteria for evaluating CPR performance including preparedness, completeness, consistency, confidence, timing, and instruction clarity. A second set of criteria evaluates the utilization of emergency resources including preparedness, knowledge of equipment use, and delegation
This document contains scoring criteria for an alien creation project presentation. It will be evaluated on content, organization, and presentation. The content will be assessed on the accuracy and relevance of information, appropriate use of technical terms, and logical sequencing of information. The organization will be evaluated on an attention-getting introduction, clear framework, and summarizing conclusion. Finally, the presentation will be judged on audible voice, poised delivery, language skills, effective visual aids, and time management.
The Banga is a dance from Kalinga province performed by young women balancing clay pots on their heads. It depicts women fetching water from the river in a graceful manner. The dance is performed to the beat of flat gongs played by male musicians. Dancers move in a circle or columns with springy steps while keeping their balance. Their colorful traditional costumes include woven skirts, beads, and feather headdresses. The Banga is part of Kalinga culture and celebrates the strength and beauty of Kalinga women.
This document provides an overview of traditional folk dances from different regions of the Philippines. It discusses dances from Luzon like the Cariñosa, Banga, and Pandanggo sa Ilaw. Dances from the Visayas region highlighted include Tinikling, Kuratsa, and Mazurka Bohalana. Mindanao dances described are Itik-itik, Singkil, and Kandingan. The document explains the origins and movements associated with many of these dances, which were often performed during festivals or celebrations to commemorate important events. Traditional Philippine folk dances help preserve cultural heritage as they have been passed down through generations.
The document provides information about cheerdance including:
1) A brief history of cheerleading and how it evolved into cheerdance which combines cheers, gymnastics, and dance.
2) Details about the formation of the Cheerleading Philippines organization and its growth.
3) Summaries of different types of cheerleading motions and jumps as well as common injuries and safety tips.
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
The document is the January 31, 2012 version of the K to 12 Physical Education Curriculum Guide published by the Department of Education of the Philippines. It outlines the conceptual framework, learning area standards, grade level standards, and scope and sequence of the physical education curriculum from grades 1 to 10. The curriculum is designed to develop fitness, health and wellness among students through rich physical activity experiences and the five strands of learning: body management, movement skills, games and sports, rhythms and dance, and physical fitness.
The Value Of Art
Students have the opportunity to learn the vocabulary of art and develop an appreciation of art at the same time as developing the ir English capabilities.
History of Physical Education in the Philippines: Pre-Spanish TimesNorzie Morales
Subject: SPEAR 201 Historical and Philosophical Background of Physical Education
Course: Master of Science in Physical Education
School: Mindanao State University - Iligan Institute of Technology
Reference Book: History of Physical Education in the Philippines by Celia Bocobo-Olivar
The document defines key elements of music including sound, harmony, melody, rhythm, and form. It provides definitions and examples for each element. Sound is described using the acronym SHMRF which stands for sound, harmony, melody, rhythm, and form. Texture, timbre, and dynamics are discussed as elements of sound. Major and minor scales are provided as examples for harmony. Melody is defined using concepts like range, shape, and motion. Rhythm includes tempo, meter, and pulse. Form examines concepts like repetition, variation, contrast, motives, and musical phrases.
During the Renaissance period from 1400-1600, interest in music revived as authority of the church lessened. This led to developments like secular music rising in prominence and polyphonic imitation between voice parts. Important innovations included the invention of music printing, which helped spread music, as well as word painting where music illustrated the text. Major Renaissance composers like Josquin des Prez, Palestrina, Lassus, and William Byrd composed influential sacred pieces like masses and motets as well as secular works like madrigals.
The document discusses the competencies and skills needed to be an effective music teacher. It outlines personal traits like being pleasant and enthusiastic about music. Musical abilities like singing, reading music, and playing an instrument are important. It also discusses how to improve the music classroom environment and includes charts of different areas of musical experience like creative music, instrumental music, and vocal music. The Kodaly method of teaching music concepts to children using hand signals is mentioned. Sample songs and their musical notes are provided.
Folk dancing involves traditional dances that developed among certain cultural groups to reflect their lives and traditions. The basic steps include formations with couples, bowing to show respect, holding arms laterally at shoulder level, bending the body around the axis, tapping or stamping with one foot, and leaping by springing between feet.
Folk dance is the oldest form of dance that evolved from everyday activities like festivals and rituals. Philippine folk dances can be classified into 5 groups: Cordillera dances from mountain tribes, Spanish-influenced dances, Muslim dances, tribal dances, and rural dances. Each type of folk dance reflects the cultural traditions, rituals, and way of life of the people from that region. Some examples of ethnic groups discussed are the Aeta people, Ifugao people known for their rice terraces, Maranao people from Lake Lanao region, and Yakan people from the Sulu Archipelago.
The document provides the K to 12 curriculum guide for music and art from Grade 1 to Grade 10. It includes the conceptual framework, philosophy and rationale for music and art education, standards, and content standards for each grade level. The curriculum is designed to be student-centered and performance-based, empowering students to express themselves artistically and develop cultural literacy through active participation in music and art.
ARTS - Mediums of the Visual Arts: Painting, Sculpture and ArchitectureJewel Jem
Mediums of the Visual Arts: Painting, Sculpture and Architecture.
A short presentation about Painting, Sculpture and Architecture, its meanings, types, examples and photos.. Art for High Schoolers.
The document provides a rubric for grading folk dances with criteria in five areas: formation, sequence of steps, beat, style, and work ethic. It establishes four levels of achievement - Beginning, Satisfactory, Proficient, and Excellent - with descriptors for student performance at each level.
K TO 12 GRADE 7 LEARNING MODULE IN MUSIC (Q3-Q4)LiGhT ArOhL
This document provides teaching materials for a lesson on Philippine vocal music. The lesson introduces students to two genres: nationalistic songs and love songs. It discusses four compositions as examples: "Marangal na Dalit ng Katagalugan" by Julio Nakpil, "Lupang Hinirang" by Julian Felipe, "Nasaan Ka Irog?" by Nicanor Abelardo, and "Gaano Ko Ikaw Kamahal" by Ernani Cuenco. Students will analyze the musical elements, cultural context, and social functions of the songs. They will also perform one of the songs as a group, incorporating singing and dance. The lesson aims to help students understand how these musical
This document compares and contrasts cheerleading and cheerdancing. Cheerleading involves leading cheers and shouts to motivate a sports team, while incorporating gymnastics skills such as jumps, tumbling, and lifts. Cheerdancing combines cheers, gymnastic skills, and dance moves from different genres into a routine. The document outlines the essential skills of cheerdancing, including various arm positions, leg positions, tumbling skills, jumps, and pyramids. It provides examples of different types of jumps, pyramids, and the steps to execute a pyramid.
This document describes 5 positions for dance or exercise. The 1st position involves raising the arms in a circle in front of the chest with the heels close and toes apart. The 2nd position has the arms opening to the sides below shoulder level with the feet apart sideways. The 3rd position raises one arm overhead while the other remains in the 2nd position, with one heel touching the other foot's instep.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Procedure Guidelines - An example of performance rubricsJack Frost
The document outlines guidelines for performing cardiopulmonary resuscitation (CPR) for adults, children, and infants. It provides 10 steps for CPR including: assessing the scene and victim, calling for help, opening the airway, providing breaths, checking for a pulse, beginning 2 minutes of chest compressions, rechecking the pulse and signs of circulation, providing rescue breaths if the pulse is present but breathing is absent, and placing the victim in a recovery position after 2 minutes. It also provides criteria for evaluating CPR performance including preparedness, completeness, consistency, confidence, timing, and instruction clarity. A second set of criteria evaluates the utilization of emergency resources including preparedness, knowledge of equipment use, and delegation
This document contains scoring criteria for an alien creation project presentation. It will be evaluated on content, organization, and presentation. The content will be assessed on the accuracy and relevance of information, appropriate use of technical terms, and logical sequencing of information. The organization will be evaluated on an attention-getting introduction, clear framework, and summarizing conclusion. Finally, the presentation will be judged on audible voice, poised delivery, language skills, effective visual aids, and time management.
Farewell speech from the Senior to JuniorAmit Kothari
1) The speaker is giving a farewell speech to their fellow students and teachers at St. Teresa Sn. Sec. School in Gwalior as the senior students are completing their education at the school.
2) They express gratitude to their teachers for being a constant source of inspiration and encouragement, and helping the students grow over the past 16 years from seeds planted by their parents.
3) The speaker's time at the school has taught them that success requires hard work and one needs to make the most of opportunities, as the world does not owe favors to anyone.
1) The speaker is giving a farewell speech to express gratitude and feelings as a senior student graduating from the Institute of Management Sciences at BZU Multan.
2) They dedicate the evening to their late inspiration and role model Mr. Rao Inayat Karim. The speaker feels privileged to have spent their best years at the glorious institute.
3) While the seniors are ready to move forward on their own paths after graduation, some moving to other cities or countries, the speaker encourages praying for each other and is thankful to the junior students for making the seniors feel special at the farewell celebration.
Farewell speech - Prof. Satish Kulkarni by Prof. Pravin MulayPravin Mulay
Satish Kulkarni has served as Vice Principal of GE Society for many years and is being honored in this farewell speech. He is praised as a distinguished teacher, guide, and role model who has shown excellence in his committed work. As Vice Principal, he elevated the educational environment and offered lessons in excellence. He is also described as a complete professional with qualifications in teaching, administration, communication skills, and as an updated resource. International experiences in Oman and the UK added to his credentials and brought honors to the institution. Satish Kulkarni elevated the spirit of the college at all levels and supported colleagues' new projects and plans through his accessibility and freedom. He gained respect through empowering staff and convincing them
A rubric is an assessment tool that measures student performance based on a set of criteria rather than a single score. It provides a scoring guide to evaluate students based on a full range of criteria. Rubrics are a formative assessment that become part of the teaching and learning process. The document provides examples of rubrics to assess students' listening, speaking, reading, writing, vocabulary, and grammar skills as well as rubrics for class participation and portfolios. Advantages of using rubrics include improving student performance by clarifying expectations, promoting self-assessment, providing feedback, and reducing grading time.
A blueprint provides a detailed guide for developing an assessment. It outlines the key topics to be covered, learning objectives to be assessed, and the number and type of questions to include. The document presented discusses how to create a blueprint by analyzing content, determining learning objectives based on Bloom's taxonomy, allocating questions to each topic based on objectives, and specifying question types and their weightings. Blueprints benefit students, teachers and administrators by ensuring assessments comprehensively and validly measure the intended curriculum.
This document discusses different types of speeches for special occasions and purposes. It provides examples of welcome speeches, introduction speeches, presentation speeches, acceptance speeches, farewell speeches, after dinner speeches, and tribute speeches. Each type of speech is defined and an example is given to illustrate the key elements and purpose of that particular speech.
This document provides an overview of a teacher induction program module focusing on curriculum and instruction for Music, Art, Physical Education, and Health Education (MAPEH/MSEP). It discusses five different teaching methods for music - Kodaly, Orff-Schulwerk, Dalcroze Eurythmic, Carabo-Cone, and Justine Ward. It also covers contents and activities for art, as well as teaching strategies for physical education and health education. The module aims to enhance teachers' skills and competence in providing varied learning experiences for students in these subject areas. It includes objectives, lessons, activities, sample lesson plans, and assessments to help new teachers deliver quality MAPEH/MSEP education.
This speech welcomes guests to the school's annual day celebration and provides an overview of the past academic year. It discusses the school's growth over the past 9 years, with the first batch of class 10 students giving their board exams. It highlights the school's academic achievements, with most students expected to achieve high marks. It also notes challenges faced over the year, but says the school learned from these experiences. It concludes by looking forward to continued improvement and defining goals for the upcoming year focused on responsibility and accountability.
- The document is the principal's speech at Choithram International's Annual Day on December 9, 2007.
- Choithram International is the newest member of the Choithram family of schools, being the only school in Madhya Pradesh and Chhattisgarh affiliated with international education organizations like the IB and Cambridge International Examinations.
- In its brief four years of existence, Choithram International has established itself as a premier institution providing international quality education. The principal reports on the school's academic and extracurricular achievements over the past year.
This document discusses the importance of lesson planning for teachers. It argues that lesson planning is important for teachers of all experience levels for several reasons: 1) It helps ensure classroom instruction aligns with curriculum goals and objectives in an organized manner; 2) It guides teachers systematically through lesson delivery and allows them to track challenges and interventions; 3) It prevents overreliance on textbooks and allows teachers to adapt lessons to student needs. The document also notes that without lesson planning, delivery is not smooth, materials are underutilized, and transition to other teachers is difficult. Overall, the key point is that having a detailed lesson plan is important for effective teaching, even for experienced teachers.
This document provides a rubric to evaluate students' performance on various professional learning outcomes (PLOs) related to ethics, critical thinking, global awareness, and business knowledge. For each PLO dimension, performance is rated as unsatisfactory, satisfactory, or highly satisfactory. The rubric defines the key criteria and expectations for reaching each performance level. For example, for the dimension of ethical consciousness, an unsatisfactory rating requires a failure to recognize key ethical concerns, while a satisfactory rating requires recognition of concerns but inability to provide justification. A highly satisfactory rating requires recognition of concerns and ability to provide correct justification.
This document provides guidance for oral exam preparation. It discusses key aspects of student performance to focus on, including task achievement, fluency, and linguistic resources. Descriptors for different performance levels - fail, pass, and above average - are provided. Sample exam tasks like interviews, presentations, negotiations and discussions are shown. Suggestions are given for how to help students practice, including showing task types, scales, doing mock exams, and making practice fun and engaging. Strategies to teach students how to handle challenges in exams are also listed.
The document contains a mark scheme and guidance for examiners evaluating responses on an International GCSE Arabic exam. It provides assessment criteria in three areas - communication and content, knowledge and application of language, and accuracy of language. For each area, it describes the marks and levels of performance candidates can receive. The document aims to guide examiners in fairly and consistently applying the evaluation criteria to student exam responses.
The document provides information about the format and sample questions for the IELTS reading test. It consists of two parts:
Part 1 involves answering one or two reflection questions in 1-2 minutes based on a short discussion with the examiner. Part 2 involves reading a passage and answering 3-5 multiple choice questions in 3-5 minutes by selecting answers with no more than three words from the passage. Sample questions related to a passage about the Peace Corps are provided with suggested answers meeting the word limits.
The document also provides guidance on test taking strategies and marking criteria for the reading test, including how answers are evaluated based on content, grammar, pronunciation and other factors. Sample responses to reflection questions are given as examples
The document provides sample assessment rubrics for speaking and writing at Checkpoint C of the LOTE (languages other than English) curriculum. It includes:
- An informal speaking rubric with categories for pronunciation, syntax, fluency, and vocabulary, each scored on a 5-point scale.
- Guidelines for scoring student speaking, including what constitutes a response worthy of 2 points (Checkpoint C level) or 1 point (Checkpoint B/C level).
- A writing rubric with categories for content, syntax, coherency, and vocabulary, each scored on a 5-point scale.
The rubrics are intended to inform students of expectations, levels of achievement, and areas for improvement, as
ENG 101 Rubric Compare ContrastPoints 2FPoints3D-D.docxchristinemaritza
ENG 101 Rubric: Compare Contrast
Points
2
F
Points
3
D-/D/D+
Points
3.5
C-/C/C+
Points
4
B-/B/B+
Points
5
A-/A/A+
Thesis & Focus
Thesis, central idea, audience, purpose, digressions
Lacks an identifiable thesis. Limited or no awareness of audience and purpose.
Readers cannot discern the essay’s central idea.
Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.
Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general and supported by irrelevant examples.
Thesis is established and is consistently addressed throughout most of the paper. Awareness of audience is sufficient. Central idea is clear and maintained in most of the essay.
Thesis is clearly established and maintained throughout the entire paper. Paper demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.
Support & Development
Thesis support, thesis development, use of examples, logic, and reason
No support of thesis with relevant facts, examples, reasons, or evidence. No topic development.
Support is minimal, logically flawed, and/or inaccurate. Topic development may have been attempted, but does not form conclusions and/or fails to exhibit clear reasoning.
More support is needed. Some examples may be vague. More development needed for supporting reasons or evidence. Some irrelevant support may be present, but most evidence supports thesis.
Support is sufficient but perhaps flawed in some way. Examples are sufficient. Thesis is supported and developed in most paragraphs.
Essay completely supports the thesis with logical arrangement of evidence. All assertions are supported and relate to thesis.
Coherence & Organization
Introduction, conclusion, body paragraphs, transitions, topic sentences
No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.
Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.
Identifiable introduction, body, and conclusion; yet one significant weakness is present: undeveloped introduction, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.
Demonstrates basic understanding of organization.
Clear introduction, body, and conclusion although improvements could be made. Most paragraphs have clear topic sentences. Essay establishes a clear plan of development. Transitions are clear throughout most of the paper. Demonstra.
This lesson teaches students about adverbs of intensity and frequency. It defines adverbs of intensity as words that describe the degree or extent to which something is done or exists. Examples given are "very", "quite", and "too". Adverbs of frequency describe how often something occurs, and examples provided are "always", "sometimes", and "never". The lesson contains activities where students identify these adverbs in sentences and use them correctly in their own writing. Students learn to recognize and apply these adverb types to compose clear sentences.
This document provides a rubric to evaluate student participation in classroom discussions. It evaluates students in three key areas: participation in classroom discussion, respect for peers, and behavior. For each area, it provides criteria for ratings of excellent, satisfactory, fair, and needs improvement. For participation, it evaluates how often a student actively engages in discussions. For respect, it evaluates listening skills and treatment of peers. For behavior, it evaluates how well a student follows classroom rules and stays on task. The rubric provides clear guidelines for teachers to assess student participation and engagement in classroom discussions.
The document discusses formative assessment and using portfolios for assessment. It then provides guidelines for assessing speaking skills at different levels on the YLE (Young Learner English) exam. These include scales for reception, production, pronunciation, and listening and interaction. Finally, it discusses how to grade exam contents and some guiding principles for testing, such as focusing on meaningful use of language in clear contexts rather than abstract language forms.
This document contains information about performance standards and assessment forms for listening, speaking, reading and writing skills for Year 5 students. It includes descriptors for different performance levels in each skill and lists relevant learning standards. Sample transit forms with columns for teachers to assess students' performance on each learning standard are also provided. The document appears to be from a school in Malaysia and aims to guide assessment of English language skills for Year 5.
This document discusses listening skills and strategies for teaching listening in the English language classroom. It contrasts spoken and written language and identifies key differences. It also outlines different types of spoken texts and features of connected speech. The document then describes various listening subskills and provides steps for developing listening lessons, including pre-listening, focus on gist listening, and post-task activities to check comprehension. Overall, the document provides guidance on selecting listening materials and implementing a process for developing students' listening abilities.
The document discusses assessing speaking skills in students. It begins by defining speaking and listing reasons to assess it, such as helping students and teachers understand strengths and weaknesses. It then covers what speaking involves, including micro and macro factors. The document provides guidance on planning a speaking assessment, such as choosing learning outcomes, designing a test or activity, developing a rubric, and considering the testing environment. Sample rubrics are included that assess pronunciation, vocabulary, accuracy, fluency, non-verbal communication skills, and ability to communicate. The document concludes by discussing next steps after assessment, such as remedial planning, feedback, and analyzing results data.
This document discusses reading instruction and comprehension strategies. It summarizes research on the five key components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective reading instruction incorporates all five components using explicit, systematic methods. The document also discusses comprehension strategies like questioning the author, which improves students' ability to critically examine meaning in text. Overall, the document advocates for instruction that develops students' word recognition skills while also building their higher-level comprehension abilities.
The document summarizes benchmarks for student progress in learning Chinese as a foreign language. It outlines the major proficiency levels from novice to advanced based on the American Council on the Teaching of Foreign Languages guidelines. It then provides examples of tasks and ratings associated with different proficiency levels to assess students' communication skills in interpreting, presenting, and interacting in the target language.
This document is a rubric for evaluating a student's performance on a listening questions and answers activity. It provides criteria for four levels of achievement (4, 3, 2, 1 points) in two key areas: grammar/spelling and vocabulary, and general understanding. For each level, it describes the degree to which the student demonstrates correct grammar and language usage, understands vocabulary, and is able to complete the listening questions. The rubric concludes by instructing students to upload it to their eportfolio and write a short reflection on the activity.
This rubric evaluates oral presentations on content, organization, visuals, mechanics, and delivery. It assesses these components on a scale of 1 to 4, with 4 being exceptional. Content is evaluated on subject knowledge, key points, evidence, and relevance to the research. Organization is assessed on the logical sequencing of information. Visuals are judged on their relationship to the overall presentation. Mechanics examines spelling and grammar. Delivery considers eye contact, body language, poise, enthusiasm, speaking skills, and timing. The goal is a polished presentation delivered within the allotted time frame that clearly conveys the research through strong content, structure, and presentation.
The document summarizes modifications made to assessments in an 11th grade Environmental Science textbook. It describes the textbook's original assessment methods, such as section reviews and chapter reviews. It then outlines new assessment methods incorporated after modifications, including blogs, news broadcasts, student-made books, hands-on projects, and methods tailored to English language learners and disabled students. A matrix compares the original and modified assessment methods.
This document outlines proficiency levels in language skills from novice to superior based on two scales: the Government/FSI scale and the ACTFL/ETS scale. It provides descriptions of the language abilities and levels of accuracy associated with novice, intermediate, and advanced proficiency levels based on years of foreign language study.
The document outlines eight listening skills:
1. Listening for specific information such as details about who, what, when, where, why, how much or how many.
2. Listening for main ideas which are usually explicitly stated and supported by details.
3. Recognizing main ideas which may be implicitly stated and can be identified through verbal cues like repetition and pacing.
4. Taking notes in an outline form using keywords, abbreviations and qualifying words to help pay attention and notice important information.
2. Figure 80 - Generic Rubric for Oral Performance
Student Name: Date:
0
- No response
- Incoherent response
- Not understandable
- Information not communicated
1
- Very little information given
- Uses very little vocabulary
- Unnatural pausing
- Fragmented statements
- Barely understandable
- Few statements are structurally correct
2
- Some information given
- Uses limited vocabulary
- Pausing is evident
- Some parts are understandable
- Some signs of organization and structures in
sentences
3
- Most information given
- Coherent
- Generally structurally correct
- Uses more vocabulary
- Very few pauses
- Most of the message is understandable
4
- All information is given
- Statements are coherent, grammatically correct,
and organized
- Uses varied vocabulary
- Pauses seem natural
- Message is completely understandable
- Speech seems natural
Developed by Wanda Nieves, Eastern Wayne Middle School,
Wayne County
Assessment, Articulation, and Accountability, 1999 139
3. Figure 81 - Generic Speaking Rubric
Effort
0 no effort to complete task
1 little effort to communicate
2 some effort to communicate
3 real effort to communicate
4 unusually high effort to communicate
Amount of Communication
0 no relevant information communicated by student
1 very little information communicated by student
2 some relevant information communicated by
student
3 most relevant information communicated by
student
4 all relevant information communicated by
student
Comprehensibility
0 could not understand anything student said
1 could understand only isolated words
2 could understand short sentences
3 could understand most of what student said
4 could understand everything student said
Fluency
0 very many unnatural pauses, halting and
fragmentary delivery
1 quite a few unnatural pauses, halting and
fragmentary delivery
2 some unnatural pauses
3 few unnatural pauses
4 no unnatural pauses, almost effortless and
smooth
Quality of Communication (Accuracy)
0 no statements are structurally correct
1 very few statements are structurally correct
2 structural problems and inaccuracies, although
some statements are correct
3 most statements are structurally correct
4 all statements are structurally correct
Assessment, Articulation, and Accountability, 1999 140
4. Developed by Schultz and Bartz as adapted by Miller and Cole
Assessment, Articulation, and Accountability, 1999 141
5. Figure 82 - Generic Speaking Rubric
5
Message clearly communicated. Vocabulary control good.
Able to circumlocute when necessary. Grammar correct in
areas studies. No major patterns of weakness
4
Message almost entirely understood. Appropriate use of
vocabulary. Grammar generally accurate with some minor
errors. Lacks some words, may have to repeat some ideas
to clarify.
3
Generally comprehensible. Gropes for vocabulary at
times. Problems with any but basic structures. Message
carried primarily by lexicon (vocabulary).
2
Miscommunicates often. Depends on listener for
clarification. Puts across some ideas, but with
difficulty.
1
Communicates barely. Great difficulty with structures.
Most sentences are fractured and rendered by words
rather than structures.
0
No show, no speech, no effort.
Developed by June Phillips, Tennessee Foreign Language
Institute
Assessment, Articulation, and Accountability, 1999 142
6. Figure 83 -- Generic Writing Rubric
1. Is generally incomprehensible. Gives
incomplete, mostly inaccurate or irrelevant
responses. Has very little grammatical
control with serious errors in all
structures. Employs very little vocabulary
with formulaic language used
inappropriately. Is mostly incoherent with
no evidence of organization.
2. Is somewhat comprehensible. Gives a
somewhat accurate/relevant response to some
parts. Has limited grammatical control with
many errors in basic, high frequency
structures. Employs limited vocabulary. Is
partly coherent or often coherent with
little evidence of organization.
3. Is comprehensible. Gives a mostly
accurate/relevant response to most parts.
Has moderate grammatical control with few
errors in basic, high frequency structures.
Employs a vocabulary adequate for most
topics with word choices and usage at times
idiomatic. Is generally coherent and
organized.
Source unknown
Assessment, Articulation, and Accountability, 1999 143
7. Figure 84 - Descriptive Writing Rubric
4. * exhibits a strong command of descriptive
writing
* has an effective sequencing of description
* has a sense of completeness
* uses elaborate details
3 * exhibits a reasonable command of descriptive
writing
* is focused and has reasonable sequencing of
description
* needs additional details
* is generally organized
2 * exhibits a weak command of descriptive
writing
* is generally focused but may wander
* has many bare details
1 * exhibits a lack of command of descriptive
writing
* provides very few details; too vague
* has severe language problems
* has little sense
Developed by Durham County AAA participants
Assessment, Articulation, and Accountability, 1999 144
8. Figure 85 - Weather Forecast, Live or Video (4th or 5th
grade)
Criteria Rainy Cloudy Sunny Super Hot!
Vocabular
y
uses 1-2
weather
expressio
ns
uses 3
weather
expressio
ns
uses 4
weather
expressio
ns
uses
multiple
weather
expression
s and
concepts
Informati
on
unclear
or
inaccurat
e
informati
on
has some,
but very
limited
knowledge
of
informati
on
shows
knowledge
of basic
informati
on
culturally
appropriat
e,
accurate
informatio
n
Preparati
on
needs
more time
to
prepare
relies on
note
cards
most
elements
are
prepared
individual
is
prepared/p
rops and
presentati
on are
ready
Quality
of
Presentat
ion
difficult
to
understan
d and to
follow
some
points
still
unclear
clear
presentat
ion
very
clear,
smooth,
easily
understood
Creativit
y
basic
presentat
ion
some
original
thought
very
original
innovative
Developed by participants in the AAA project
Assessment, Articulation, and Accountability, 1999 145
9. Figure 86 -- Multiple assessments for 6
th
Grade
Family Unit
6th Grade French Checklist ‘‘Ma Famille et Moi’’
Skills Studen
t
Teache
r
1 I can introduce myself.
2 I can introduce family members.
3 I can ask somebody’s name.
4 I can ask who somebody is
(directly or indirectly).
5 I can tell my age.
6 I can tell my family member’s
age.
7 I can ask somebody’s age.
8 I can say where I live.
9 I can say where my family members
live.
10 I can ask where somebody lives.
11 I can describe myself.
12 I can describe my family members.
6th Grade French Rubric ‘‘Ma Famille et Moi’’ -
Oral Presentation
Vocabulary
related to
the family
Additional
details
Pronunciati
on
Presentatio
n
3 Talked
about more
than four
members of
my family
other than
self.
Gave more
than one
detail
about each
person.
A native
speaker
could
understand
presentatio
n.
Looked like
a pro!
2 Talked
about two
to four
members of
my family
other than
self.
Gave one
detail
about each
person.
The teacher
and peers
understood
presentatio
n.
Needs to
loosen up
some!
1 Only talked Did not Only the Is there a
Assessment, Articulation, and Accountability, 1999 146
10. about self. give
details.
teacher
understood
presentatio
n.
scary
animal in
the
classroom?
0 No response No response Nobody
understood
Mute!
Developed by Anne Thibodeau, Canton MS, Haywood County
Figure 87 - Fashion Show Rubric
Group Members:
CRITERIA
1
SCHOOL
MODELING
2
AMATEUR MODEL
3
PROFESSIONAL
MODEL
Pronunciation 4 or more
mispronounced
words
3 or fewer
mispronounced
words
All words
pronounced
clearly and
understandabl
y
Accuracy Lots of
mistakes
interfering
with
comprehension
Several
mistakes not
interfering
with
comprehension
3 or fewer
mistakes not
interfering
with
comprehension
Clothing No attempt to
wear special
clothes. Wear
regular
school
clothes
Weak attempt
to dress up
Special
outfit or
typical dress
of a Spanish
country
Accessories No
accessories
1 accessory 2 or more
accessories
Completeness Several
missing
requirements
1 missing
requirements
All
requirements
included in
presentation
Assessment, Articulation, and Accountability, 1999 147
11. Developed by Carmen Blakewood, Jacksonville Commons Middle
School, Onslow County
Scale: 1 = 3 points each
2 = 5 points each
3 = 10 points each
0 = no participation
50 points = participation
Total 100 points
Assessment, Articulation, and Accountability, 1999 148
12. Figure 88 - Greetings and Introduction Dialogue Rubric
Student’s Name:
Criteria 1
Student
Announcer
(3 points)
2
Radio
Announcer
(5 points)
3
TV
Announcer
(30 points)
PronunciationLots of
mistakes in
pronouncing
words
Few
mistakes in
pronunciati
on
All the
words are
clear and
correctly
pronounced
Accuracy Few answers
correspond
to the
questions
Most of the
answers
match the
questions
All the
answers
correspond
to the
questions
Creativity Basic
presentation
Mix some
Spanish
expressions
and some
English
translation
s
Use
authentic
Spanish
expressions
Developed by Carmen Blakewood, Jacksonville Commons Middle
School, Onslow County
Scale: 1 = 3 points each
2 = 5 points each
3 = 10 points each
0 = no participation
70 points = participation
Total 100 points
Assessment, Articulation, and Accountability, 1999 149
13. Figure 89 - Presentacion Oral - Rubric para los
‘‘anuncios’’
CRITERIA 4 3 2 1
MANDATOS At least
three
command
forms are
used
correctly.
At least
two command
forms are
used
correctly.
At least
one command
form is
used
correctly.
There are
no command
forms used
correctly
but the
effort was
there.
INFORMACION There is
extensive
descriptive
information
(2). It is
structurall
y correct
(2).
There is
extensive
descriptive
information
(2) but it
has
structural
inaccuracie
s (1).
Descriptive
information
about the
product is
limited (1)
with
structural
inaccuracie
s (1).
There is
almost no
descriptive
information
about the
product.
Many
inaccuracie
s make it
incomprehen
sible.
PRONUNCIACION Presentatio
n is smooth
(2). There
are no
glaring
pronunciati
on errors
(2).
Presentatio
n is smooth
(2). There
are a few
errors in
pronunciati
on (1).
Presentatio
n is
halting
(1). There
are several
pronunciati
on errors
(1).
Presentatio
n is so
halting and
pronunciati
on errors
are so
numerous
that it is
difficult
to
understand.
PRESENTACION Props are
included
(2). The
presentatio
n delivery
is animated
and
persuasive
(2).
Props are
included
(2). The
delivery
shows
limited
animation
or
persuasion
(1).
There are
limited
props (1).
The
delivery
shows
little
animation
or
persuasion
(1).
There are
no props
and the
delivery
shows no
animation
nor
persuasion.
Developed by Pat Cotton, Apex HS, Wake County
Assessment, Articulation, and Accountability, 1999 150
14. The following grading scale insures that any student who
shows evidence of preparation and gets up in front of the
class and gives an oral presentation will have a strong
chance or receiving a passing grade. This is the basic scale
for rubrics with the general four by four criteria.
16 - 100 13 - 93 10 - 85 7 - 78 4 - 70
1 - 63
15 - 98 12 - 90 9 - 83 6 - 75 3 - 68
14 - 95 11 - 88 8 - 80 5 - 73 2 - 65
Assessment, Articulation, and Accountability, 1999 151
15. Figure 90 - Rubric for the Oral Presentation of Life after High
School, Español III
Content
Information as
outlined is included
4
Position chosen
clearly stated and
backed up with
abundant reasons
and support.
3
Position chosen clear
and adequate
information to back-up
and support reasons.
2
Position chosen not
fully developed but
several good points
made.
1
Position chosen
ambiguous and very
few details to support
it.
0
Nothing
prepared.
Structure
Accurate use of the
future, conditional and
subjunctive as well as
other review grammar
structures.
4
All necessary and
review structures
used accurately.
3
A few errors in
necessary grammar
structures and other
review grammar they
do not affect
comprehensibility.
2
There are several
structural inaccuracies
throughout which
have some effect on
comprehensibility.
1
Structural
inaccuracies are so
numerous that there is
little communication.
Much of the
presentation cannot be
understood.
Presentation
Animated and
expressive delivery of
material with accurate
pronunciation and
intonation.
4
Material presented
in a persuasive
animated manner
without
pronunciation errors
and with smooth
valid intonation.
3
Presentation somewhat
animated and
persuasive but there are
errors in pronunciation
and/or intonation may
be somewhat broken.
2
Presentation
somewhat uneven
with sufficient
pronunciation errors to
have a negative effect
on communication and
comprehensibility.
1
There are so many
pronunciation errors
and delivery is so
broken and/or
monotonous that very
little communication
or comprehension has
taken place.
Interaction
Exchange of
information with
4
Presentation
includes several
opportunities to
3
Presentation includes
some opportunities for
interaction with the
2
There are few
opportunities for the
class to interact. Have
0
There are no
opportunities for the
class to interact with
Assessment, Articulation, and Accountability, 1999 152
16. students in the class. exchange
information with the
class. Participate
well during most
presentations.
class. Have participated
in some other
presentations.
limited interaction
with other
presentations.
1
Only one of the
requirements listed in
2 has been met.
presentation. No
interaction with other
presentations.
Developed by Pat Cotton, Apex HS, Wake County Schools
Oral Presentation on Life after High School, page 2
Scale:
16 = 100 15 = 97 14 = 95 13 = 92 12 = 90 11 = 87 10 = 85 9 = 82
8 = 80 7 = 77 6 = 75 4 = 70 3 = 67 2 = 65 1 = 62
Choose a lifestyle to pursue as your choice after high school.
1. attend a university
2. get a job
3. travel for a year or so
4. enlist in the armed forces
Explain why this is the best thing for you to do. Include:
1. advantages and disadvantages
2. problems you may need to overcome
3. what, why, where, when, how much is the cost, how long
4. Ask for advice in resolving all problems
Use the subjunctive, the future, and the conditional as much as possible and be careful with all other review grammar structures. Try
to include the class in your comments and in asking for advice and opinions.
Assessment, Articulation, and Accountability, 1999 153
17. Figure 91 - Picture Poem Rubric
Poetry that takes the shape of what the poem is
about
1 point 2 points 3 points
Folder
Stuff
School
Newspaper
Nobel
Literature
CRITERIA
rush job basic multiple
materials
CREATIVITY
no evidence
of pre
planning
draft only evidence of
brainstormi
ng and
draft
PREPARATION
inadequate adequate expanded VOCABULARY
words only phrases only paragraph
style
LENGTH
frequent
errors/diff
icult to
understand
understandab
le
easily
understood
PRESENTATION
Developed by participants in the AAA project
Assessment, Articulation, and Accountability, 1999 154
18. Figure 92 - Monster Description/Comparative
Project. Elementary Level
CRITERIA THE TIMID
GHOST
SPACE ALIEN COUNT
DRACULA
NUMBER OF
CHARACTERISTI
CS
Uses 5 or
fewer
characteris
tics to
describe
their
monster
Uses 6 or 7
characterist
ics to
describe
their
monster
Uses at
least 9
characteris
tics to
describe
their
monster
AMOUNT OF
LANGUAGE
Names
parts, uses
no verbs or
numbers
Name parts,
does not use
verbs and
numbers
consistently
Name parts
and uses
verbs and
numbers
consistentl
y
CORRECT
DESCRIPTION
MATCHES
PICTURE
Student
description
of monster
is
generally
accurate
but with a
number of
inconsisten
cies
Student
description
of monster
is mostly
accurate
except for a
few minor
inconsistenc
ies
Student
description
of monster
is entirely
accurate
with no
inconsisten
cies
STUDENT
PARTICIPATION
Student
participate
s in the
project but
with
reluctance
Student
willingly
participates
in the
project but
dominates
discussion,
Student
participate
s in the
project as
a full
partner and
carries
Assessment, Articulation, and Accountability, 1999 155
19. takes over,
or doesn’t
carry
his/her full
share of the
load
his/her
full share
of the load
Developed by Joyce Lewis, Swift Creek Elementary, Wake
County
Figure 93 - Family Tree Project
Criteria An acorn
1
A seedling
2
A mighty
Oak
3
Appearance No branches
on family
tree
Shows
correct
family
connections
Shows
numerous
correct
family
connections
Vocabulary Little or
no
vocabulary
used
Uses some
family
vocabulary
correctly
Uses all
family
vocabulary
learned
correctly
Neatness Needs a
little more
pruning
Good enough
for the
school hall
Ready for
the museum
Creativity Basic tree
shape with
basic
information
Basic tree
shape with
a little
more
foliage
Original
idea to
display
family
members
Quality of Difficult Clear, but Interesting
Assessment, Articulation, and Accountability, 1999 156
21. Figure 94 - Generic Creative Foreign Language
Project.
Criteria 1 2 3
Relates to
target
language
Uses some
vocabulary
Uses
language to
introduce
the project
Language is
an integral
part of the
project
Category-
Art, Craft,
Model,
Game, etc.
Shows
little
knowledge
of category
Chooses
category
that shows
understandi
ng
Category
‘‘shows
off’’
expertise
Creativity
of idea
Very
familiar
subject
(e.g.,
Eiffel
Tower)
Shows
research to
choose
subject
Choice
reveals
knowledge
of target
culture
Completion
of task
Appears
unfinished
Project is
complete
but
presentatio
n needs
improvement
Project is
matted,
framed, or
displayed
effectively
Developed by participants in the AAA project
Assessment, Articulation, and Accountability, 1999 158
22. Figure 95 - Piñata Project, Spanish 2
Nombre español: Nota:
Criteria Obra de
arte
impresionan
te
3
Una buena
obra de
arte
2
Una obra de
arte
1
Quality of
Work
Going
beyond the
‘‘extra
mile’’,
elaborate
use of
paper,
color,
design,
neatness,
and
attractiven
ess
Neat,
attractive,
follows
guidelines
of piñata
instruction
Simple in
design with
1-2 sheets
of paper or
painted tin
foil,
cotton
balls, etc.
Materials Array of
brightly
colored
paper,
craft items
such as
unusual
ideas for
body parts,
yarn,
buttons,
and bows
Use of
required
materials
displayed
in
attractive
fashion
Use of some
required
materials,
piñata not
well put
together,
wet, last
minute
effort
Creativity Extremely
eye-
catching,
original in
Good in
design and
theme, good
use of
Average in
creative
design,
theme, and
Assessment, Articulation, and Accountability, 1999 159
24. Figure 96 - Spanish Newspaper Project: Honors 3/4
CRITERIA PULITZER
PRIZE
3 PTS.
ON-STAFF
JOURNALIST
2 PTS.
IN THE
MAILROOM
1 PT.
Deadlines Always on
time
One
deadline
missed
More than
one
deadline
not in to
section
chief
Quality of
Writing
Ready for
the
presses,
very little
rewriting
needed
Good start,
but needs
more
development
Basic idea,
needs great
deal of
development
and
rewriting
Accuracy Perfect
spelling
and accents
3-4
spelling
accent or
typing
errors
Numerous
typing and
spelling
errors
Appeal Fascinating
to readers
Somewhat
interesting
; it is
better than
the
textbook!
Boring and
irrelevant
to readers
Developed by Anne Borisoff-Rodgers, Pitt County Schools
A = 11-12 points
B = 9-10 points
C = 7-8 points
Assessment, Articulation, and Accountability, 1999 161
25. Figure 97 - Airport and Skit Project (HS)
1. Skit: students give outline of information to include.
2. Documents: (a) Passport, (b) tourist card, (c) ticket,
(d) customs declaration, (e) boarding pass
3. Written copy of skit
33 points possible, will be converted to 100 pt. scale
SKIT 1 2 3
Presentation Read Some notes Fluent
Pronunciation Poor Some errors
but good
Almost no errors
Props None Few Creative use of
props
Comprehensibi
lity
No sense Needs work Good
Completeness Few questions
addressed
Most questions
addressed
All components
addressed
DOCUMENTS 1 2 3
Completeness 2 documents 4 documents 5 documents
Accuracy Many mistakes Few mistakes Almost no
mistakes
Creativity Only basic
information
Some attention
to detail
Very
imaginative,
colorful,
authentic
Neatness Sloppy
WRITTEN SKIT 1 2 3
Neatness Illegible Barely legible Very readable
Readability Parts not in
order
In order but
needs work
In order, very
easy to
understand
Assessment, Articulation, and Accountability, 1999 162
26. Developed by participants in the AAA project
Figure 98 - Traveling to Another Country- Final
Project Rubric, 7th grade
6-7 pts. 8-9 pts.
10 pts.
FINAL PROJECT CANCELED
FLIGHT
DELAYED
FLIGHT
SMOOTH
FLIGHT
Visual
Presentation
Predictable/
basic
presentation
Some original
thought
Very
original/
innovative
Materials/Prop
s
Very few/ no
cultural
connections
Good, but not
enough / some
cultural
connections
Uses
culturally
appropriate
materials
Accuracy of
Content
Has some, but
limited
knowledge of
the
information
Shows
knowledge of
basic
information
Very accurate
information
Completeness Does not tie
learned
material
together
Ties some of
the learned
material
together
Ties all
learned
material
together
ORAL
PRESENTATION
CANCELED
FLIGHT
DELAYED
FLIGHT
SMOOTH
FLIGHT
Presentation Reads Some notes Fluent
Accuracy of
Vocab. and
Grammar
Uses little
of learned
vocab. and
grammar
Uses some of
learned
vocab. and
grammar
Good use of
learned
vocab. and
grammar
Pronunciation
/
Comprehensibili
ty
Difficult to
understand
Clear
presentation
Very clear,
smooth,
easily
understood
WRITTEN
DOCUMENTS
CANCELED
FLIGHT
DELAYED
FLIGHT
SMOOTH
FLIGHT
Completeness Has 2-3
documents
Has 4-5
documents
Has all 6
documents
Organization Has very
little in
order
Somewhat in
order, but
needs work
In order,
very easy to
understand
Creativity Only basic
information
Some details Very
imaginative
Assessment, Articulation, and Accountability, 1999 163
27. Developed by Carmen Scoggins, Watauga County Schools
Assessment, Articulation, and Accountability, 1999 164
28. Figure 99 - Traveling to Another Country - Final
Checklist, 7th grade
Speaking/Writing Student Classmate
Teacher
1. I can name and write the days of the
week and the months.
2. I can say and write the date.
3. I can write a postcard describing
my activities.
4. I can express my daily activities
using the expression ‘‘I ‘m going to...’’
(ir + infinitive).
5. I can say and write the time.
6. I can distinguish among the different
time zones.
7. I can name all the clothes in my
suitcase.
8. I can name 10 cities in my
country.
Reading
1. I can read another group’s schedule
and discuss or compare our activities
(itineraries).
2. I can read a weather forecast in
F and C and pack appropriately.
Culture
I. I can convert dollars into other currencies.
2. I can compare US culture with
Hispanic culture.
Personal Input:
* I enjoyed this project because
Assessment, Articulation, and Accountability, 1999 165
29. * I realized I am good at
* I realized I need more help with
Signature: Date:
Teacher Comments:
Developed by Carmen Scoggins, Watauga County Schools
Assessment, Articulation, and Accountability, 1999 166
30. Figure 100 - Latin America Project
CRITERIA 1 2 3
VISUAL AIDS
Number of
visual aids
none 1-2 visual
aids
3 or more
visual aids
Quality no color
not
original
all written
outline/rep
ort format
only
captions
with
visuals
WRITTEN
REPORT
Title page none sloppy clear and
neat
content
page
none sloppy clear and
neat
Paragraph
format
none mixed correct
form with
no errors
Spelling more than 5
errors
3-4 errors 0-2 errors
Bibliograph
y
missing incorrect
format
correct
format
Grammar more than 5
errors
3-4 errors 0-2 errors
ORAL
PRESENTATIO
N
Volume inaudible needed
prompts
loud and
clear
Pace too
fast/slow
needed
prompts
well-paced
Completenes
s
less than 4
topics
4-5 topics 6-7 topics
Organizatio
n
illogical some errors
in logic
logical
Concision too many
details/rea
ds entire
report/info
rmation not
accurate
core
information
plus some
extra
details
core
information
on each
topic
Assessment, Articulation, and Accountability, 1999 167
32. Figure 101 - Rubric for Project on a Country
CONTENT 30 pts.
All components
are included,
factually
accurate and in
complete
sentences.
27 pts.
Most of the s
components are
included,
factually
accurate and in
complete
sentences.
24 pts.
Three to four of
the components
are included and
factually
accurate. There
are a few
fragments.
21 pts.
One or two of
the components
are included.
Information is
mostly
accurate. There
are several
sentences
fragments.
LANGUAGE 30 pts.
All required
structures are
used
accurately.
27 pts.
Most of the
required
structures are
use accurately.
24 pts.
Some of the
required
structures are
use accurately.
21 pts.
A few of the
required
structures are
used
accurately.
FORM 20 pts.
There are 25
sentences and a
Table of
Contents. Pages
are numbered.
Project is
exceptionally
neat.
18 pts.
There are at
least 20
sentences and a
Table of
Contents. The
pages are
numbered.
16 pts.
There are at
least 15
sentences. There
is a Table of
Contents or the
pages are
numbered.
14 pts.
There are at
least 10
sentences.
There is no
Table of
Contents. Pages
are not
numbered.
VISUALS 20 pts.
The cover is
colorful. All
four of the
18 pts.
The cover is
colorful. Three
of the four
16 pts.
There is a cover
identified. Two
of the four
14 pts.
The cover is
identified.
Only one of the
Assessment, Articulation, and Accountability, 1999 169
33. required
symbols are
placed on the
appropriate
page. At least
75% of the
pages have
visuals.
required
symbols are
placed on the
appropriate
page. 50% to
75% of the
pages have
visuals.
symbols are
appropriately
placed. 25% to
50% of the pages
have visuals.
suggested
symbols is
appropriately
placed. Fewer
than 25% of the
pages have
visuals.
Developed by Pat Cotton, Apex HS, Wake County
Assessment, Articulation, and Accountability, 1999 170