This document provides a rubric for assessing English language proficiency in five dimensions: grammar, vocabulary, fluency, listening, and voice/non-verbal communication. Each dimension is scored on a scale from 0-100, with descriptors given for levels pre-formal (0-59), receptive (60-69), resolutive (70-79), autonomous (80-89), and strategic (90-100). The rubric will be used to evaluate a student's English skills through an IELTS-style written test and conversation with another student.

1. CURSO ESCOLAR 2013 – 2014
Semestre Febrero – Julio 2014
NOMBRE:_______________________________________________________________________________________
Criterio 1: Demuestra su dominio del idioma inglés a través de su comprensión lectora, gramatical y auditiva.
Evidencia requerida: Prueba Escrita Tipo IELTS
Calificación. 100%
CALIFICACIÓN TOTAL:________________
Dimensiones
Grammar range
and accuracy
Vocabulary
Fluency
Listening
Voice and nonverbal
communication
Pre-formal
0-59
Receptivo
60-69
Resolutivo
70-79
Autónomo
80-89
Estratégico
90-100
Grammatical errors
severely hampered
communication.
Grammatical errors led
to many minor
difficulties or one major
breakdown in
communication.
A few minor difficulties arose
from not using the grammar
rules. Three errors.
Some minor difficulties
arose from not using the
grammar rules. Two
errors.
Produces consistently
naturally accurate
structures apart form
‘splits’ characteristic of
native language. No
mistakes.
Communication was
severely hampered
due to lack of
vocabulary.
Some difficulties arose
due to limited
vocabulary and/or bad
diction.
A few minor difficulties arose
from not using appropriate
vocabulary.
Some vocabulary studied
in class was used to
express ideas eloquently
Vocabulary studied in
class was used to
express ideas eloquently
Much effort was
required to maintain
the
conversation.
There may have been
many long pauses.
Some effort was
required to maintain the
conversation. There may
have been a few long
pauses.
A few minor difficulties
maintaining the conversation
were evident.
Some difficulties
maintaining the
conversation were
evident.
Student acted as a
facilitator, helping the
conversation flow and
develops.
Student didn't
understand or ignored
most questions and
statements. The
student may have
been using notes.
Student failed to answer
some questions
appropriately OR failed
to acknowledge some
statements and
incorporate these into
the conversation.
Student responded some
questions, acknowledged
most statements, and
incorporated many of these
into the conversation.
Student responded to
most questions,
acknowledged most
statements, and
incorporated many of
these into the
conversation.
Student responded to
questions with
appropriate answers,
acknowledged all
statements, and
incorporated them into
the discussion.
Pronunciation,
inflection, and/or
expression confused
communication.
Many communication
problems arose due to
unclear pronunciation or
expression
Some communication
problems arose due to
unclear pronunciation or
expression.
No serious problems
arose, but better
pronunciation, could
have made
communication more
efficient.
OBTENIDO
Pronunciation was clear
and inflection and
expressions were used
to enhance
communication.
Observaciones:______________________________________________________________________________________________________________________________________________________________________________________________________________
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Nota: Conversación entre dos.