MYP Programme

Australian International Academy, Kellyville

ASSESSMENT TASK RUBRIC

YEAR LEVEL: 9 SUBJECT: ENGLISH TERM: 3

NOTIFICATION DATE: Friday, 14th August IN CLASS DATE: Thursday 17th September WEEK 8
STUDENT NAME: …………………………………………
UNIT: 1. AM I KING OR SERVANT TASK NAME: ESSAY

CRITERIA C: PRODUCING TEXT

LEVEL LEVEL DESCRIPTORS (IB MYP PUBLISHED: YEAR 5)
The student does not reach a standard described by any of the
0 descriptors given below.
The student:
i. produces texts that demonstrate limited personal engagement
with the creative process; demonstrates a limited degree of
thought or imagination and minimal exploration of new
1-2 perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary
and visual devices, demonstrating limited awareness of impact on
an audience
iii. selects few relevant details and examples to support ideas.
The student:
i. produces texts that demonstrate sufficient personal
engagement with the creative process; demonstrates some
thought or imagination and some exploration of new perspectives
3-4 and ideas
ii. makes some stylistic choices in terms of linguistic, literary and
visual devices, demonstrating some awareness of impact on an
audience
iii. selects some relevant details and examples to support ideas.
The student:
i. produces texts that demonstrate substantial personal
engagement with the creative process; demonstrates substantial
thought or imagination and substantial exploration of new
perspectives and ideas
5-6 ii. makes thoughtful stylistic choices in terms of linguistic, literary
and visual devices, demonstrating good awareness of impact on
an audience
iii. selects sufficient relevant details and examples to support
ideas.
The student:
i. produces texts that demonstrate an extensive degree of
personal engagement with the creative process;
7-8 demonstrates a high degree of thought or imagination and
perceptive exploration of new perspectives and ideas
iii. selects extensive relevant details and examples to support
ideas.
TASK INDICATORS
 did not complete any of the items below.
 limited use of features, structure and form for an analytical
essay
 limited use of language, literary devices and stylistic influences
 limited use, justification, and development of examples and
ideas
 limited use of examples and quotes from the text, and
supportive information
 sufficient use of features, structures and form for an analytical
essay
 sufficient use of language, literary devices and stylistic
influences
 sufficient use, justification, and development of examples and
ideas
 sufficient use of examples and quotes from the text, and
supportive information
 substantial use of features, structures and form for an
analytical essay
 substantial use of language, literary devices and stylistic
influences
 substantial use, justification, and development of examples
and ideas
 substantial use of examples and quotes from the text, and
supportive information
 extensive use of features, structures and form for an analytical
essay
 extensive use of language, literary devices and stylistic
influences
 extensive use, justification, and development of examples and
ideas
 extensive use of examples and quotes from the text, and
supportive information

TEACHER ASSESSMENT STUDENT ASSESSMENT

7 6

Assessment Tasks Task Rubric 1

 CRITERIA D: USING LANGUAGE
LEVEL LEVEL DESCRIPTORS (IB MYP PUBLISHED: YEAR 5) TASK INDICATORS
The student does not reach a standard described by any of the  did not complete any of the items below.
0 descriptors given below.
The student:  limited use of expressions, grammar, and vocabulary
i. uses a limited range of appropriate vocabulary and forms of  limited communication of register, tone and themes
expression  limited use of imagery, descriptive language and stylistic
ii. writes and speaks in an inappropriate register and style that do
devices
not serve the context and intention
1-2 iii. uses grammar, syntax and punctuation with limited accuracy;  writes with a limited degree of accuracy; errors are minor and
errors often hinder communication communication is limited.
iv. spells/writes and pronounces with limited accuracy; errors
often hinder communication

The student:  adequate use of expressions, vocabulary, grammar

i. uses an adequate range of appropriate vocabulary, sentence  adequate communication of register, tone, and themes
structures and forms of expression  adequate use of imagery, descriptive language and literary
ii. sometimes writes and speaks in a register and style that serve
devices
the context and intention
3-4 iii. uses grammar, syntax and punctuation with some degree of  writes with an adequate degree of accuracy; errors are minor
accuracy; errors sometimes hinder communication and communication is proficient
iv. spells/writes and pronounces with some degree of accuracy;
errors sometimes hinder communication

The student:  considerable use of expressions, grammar, and vocabulary

i. uses a varied range of appropriate vocabulary, sentence  considerable communication or register, tone and themes
structures and forms of expression competently  considerable use of imagery, descriptive language, and literary
ii. writes and speaks competently in a register and style that serve
devices
the context and intention
5-6 iii. uses grammar, syntax and punctuation with a considerable  writes a with a considerable degree of accuracy; errors are
degree of accuracy; errors do not hinder effective communication minor and communication is proficient
iv. spells/writes and pronounces with a considerable degree of
accuracy; errors do not hinder effective communication

The student:  effective use of expressions, grammar, and vocabulary

i. effectively uses a range of appropriate vocabulary, sentence  effective use of register, tone and themes
structures and forms of expression  effective use of register, tone and themes
ii. writes and speaks in a consistently appropriate register and
 writes with a high degree of accuracy; errors are minor and
style that serve the context and intention
7-8 iii. uses grammar, syntax and punctuation with a high degree of communication is effective
accuracy; errors are minor and communication is effective
iv. spells/writes and pronounces with a high degree of accuracy;
errors are minor and communication is effective

TEACHER ASSESSMENT STUDENT ASSESSMENT

7 7

ATL SELF REFLECTION:

Communication
Skill demonstration: Yes/N Yes/No
o
Use a variety of speaking techniques to communicate with a variety of audiences Yes
Use appropriate forms of writing for different purposes and audiences No
Use a variety of media to communicate with a range of audiences yes
Negotiate ideas and knowledge with peers and teachers No
Read a variety of sources critically and for comprehension Yes
Make inferences and draw conclusions No
Use and interpret a range of discipline-specific terms and symbols Yes
Take effective notes in class and make effective summary notes for studying No
Use a variety of speaking techniques to communicate with a variety of audiences Yes
Use appropriate forms of writing for different purposes and audiences No
Use a variety of media to communicate with a range of audiences yes

Social
Skill demonstration: Yes/N Yes/No
o
Use e-learning platforms appropriately to build and develop learning partnerships Yes
Delegate and share responsibility for decision-making No
Practice empathy and help others to succeed yes
Assessment Tasks Task Rubric 2
 Take responsibility for one’s own actions No
Manage and resolve conflict and work collaboratively in teams Yes
Build consensus No
Make fair and equitable decisions Yes
Listen actively to other perspectives and ideas No
Negotiate effectively Yes
Encourage others to contribute No
Exercise leadership and take on a variety of roles within groups yes
Give and receive meaningful feedback Yes
Advocate for one’s own rights and needs No

Self-management Skills:
Skill demonstration: Yes/N Yes/No
o
Record information accurately Yes
Set goals that are challenging and realistic No
Plan short and long term assignments and meet deadlines yes
Keep and use a weekly planner/Agenda for assignments No
Plan strategies and take action to achieve personal and academic goals Yes
Make right choices within the stipulated time No
Practice focus and concentration Yes
Practice strategies to overcome distractions No
Demonstrate persistence and perseverance Yes
Practice strategies to reduce stress and anxiety No
Practice positive thinking yes
Practice “bouncing back” after adversity, mistakes and failures Yes

Research:
Skill demonstration: Yes/N Yes/No
o
Collect, record, verify, analyze and interpret data Yes
Access information to be informed and inform others No
Make connections between various sources of information yes
Find and use appropriate sources No
Present information in a variety of formats and platforms Yes
Understand and implement intellectual property rights No
Identify primary and secondary resources Yes
Create references and citations and construct a bibliography according to recognized conventions No

Thinking skills:
Skill demonstration: Yes/No Yes/No
Think critically, analyzing and evaluating issues and ideas Yes
Be creative in generating novel ideas and considering new perspectives No
Transfer skills and knowledge across disciplines and subject groups yes

ATL skills comment:

What ATL skills did you use to complete this task?
How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL?
Explain below.

……………………Self – management is something I want to improve on more and also time management.
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Assessment Tasks Task Rubric 3

Teacher: …………………………………… Student: …Rania…………………………………

Assessment Tasks Task Rubric 4