Rubrics-Specialized Communication in English

Colegio Nacional de Educación Profesional
Técnica
Specialized Communication in
English
CENG-03 1/ 105
Técnica
a. Weighting table
ACTIVITY OF Specific Achieved Accumulated

UNIT Learning outcome
EVALUATION weight weight weight
1.1 Express obligations, advice, predictions
and concerns about scientific or 1.1.1 20
technological situations presented in
informative texts, using modals
1.2 Exchange information about
1. Expression of ideas based on experiences that happened before 1.2.1 15
texts various events in the past, presented in
descriptive texts using the grammar
structure of the past perfect
1.3 Express behavior in hypothetical
situations present in narrative texts, 1.3.1 15
using the grammatical structure of the
second and third conditional
% UNIT WEIGHT 50
2.1 Express actions that began at a
specific time in the past and continue to 2.1.1 20
happen today, using the structure of the
present continuous perfect
2. Expression of ideas about past 2.2 Describe actions or activities related
present and future events 2.2.1 15
to work occupation using the reported
speech and passive voice
2.3 Express predictions and plans in
2.3.1 15
different work situations using "will" and
"going to”
% UNIT WEIGHT 50
WEIGHT OF THE MODULE 100
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CENG-03 3/ 105
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CENG-03 4/ 105
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b. Assessment matrix or rubric
ASSESSMENT MATRIX OR RUBRIC
Name of
Specialized Student´s
Siglema: CENG-03 the
Communication in English name:
module:
Teacher evaluator: Group: Date:
1.1 Express obligations, advice,

1.1.1 A short conversation about something
predictions and concerns about Activity of
they are worried about and use a piece of
Learning outcome: scientific or technological situations evaluation:
advice like possible solution.
presented in informative texts, using
(Professor-evaluation)
modals
C R I T E R IA
INDICATORS %
Excellent Sufficient Insufficient
 Selects a topic that concerns  Selects a topic that concerns  Selects an irrelevant topic for
the population the population the population.
 Analyzes the problem by  Analyze the problem  Analyzes the problem
identifying causes and identifying causes and identifying only causes or
consequences consequences. only consequences.
 Proposes alternative solutions  Proposes alternative solutions  Fails to propose alternative
Content 20%
 Clearly presents the problem,  Clearly presents the problem, solutions.
4.2, 4.4, 4.5
those involved and their those involved and their  Skips proposing alternative
interests solutions.
interests
 Analyzes the implications of
the proposed solution and
evaluate if it was the most
appropriate alternative
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C R I T E R IA
INDICATORS %
 Writes a dialogue that  Writes a dialogue that  Writes a dialogue that
includes ten questions and an includes ten questions and an includes fewer than ten
exchange of answers about: exchange of answers about: questions about:
 Request and issuance of  Request and issuance of  Request and issuance of
information on causes and information on causes and information on causes and
consequences of the problem consequences of the problem consequences of the
presented presented problem presented
Dialogue 30
 Request and issuance of  Request and issuance of  Request and issuance of
4.1, 4.2, 4.4
information on alternative information on alternative information on alternative
solutions. solutions. solutions.
 Writes the questions and  Writes the questions and  Fails to write questions and
answers in dialogue format. answers in dialogue format. answers in dialogue format.
 Uses the short question and  Uses the short question and
answer answer
 Promotes interaction and
respect for the change of
participation shifts
 Expresses probabilities of an  Expresses probabilities of an  Expresses probabilities of an
event happening using event happening using event happening using
correctly the manners may, correctly the manners may, incorrectly the manners may,
might, can and could might, can and could might, can and could
Grammar 20%  Expresses prohibitions or  Expresses prohibitions or  Expresses prohibitions or
4.1, 4.3, 4.4, recommendations using the recommendations using the recommendations using the
5.3 modals must and should modals must and should modals must and should
correctly correctly incorrectly
 Avoids misspellings.  Avoids misspellings.
 Reduces grammatical or  Reduces grammatical or
structure errors. structure errors.
CENG-03 6/ 105
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e
C R I T E R IA
INDICATORS %
 Presents complete sentences.  Presents complete sentences.  Presents incomplete
 Uses punctuation properly.  Uses punctuation properly. sentences.
 Uses correctly the  Uses correctly the  Uses incorrectly the
grammatical structure of the grammatical structure of the grammatical structure of the
adverbs modalS adverbs modals adverbs modals
 Uses connectors to link two
ideas in a message
 Expresses the content of the  Expresses the content of the  Expresses the content of the
conversation with the correct conversation with the correct conversation with the
Oral production 20% pronunciation and intonation pronunciation and intonation incorrects pronunciation and
4.2, 4.3, 4.4  Correct the pronunciation and intonation
intonation according to the  Ignores peer comments
comments of your classmates about pronunciation and
intonation.
 Shows perseverance in  Shows perseverance in  Shows a lack of perseverance
correcting mistakes made in correcting mistakes made in in taking advantage of the
previous activities to improve previous activities to improve mistakes made in previous
those that follow those that follow activities to improve his
Attitudes  Shows responsibility when  Shows responsibility when work.
10%
1.6, 7.2, 8.3 delivering on the date delivering on the date  Shows a lack of responsibility
established by the teacher. established by the teacher. to deliver at a later date
 Assumes a constructive established by the teacher.
attitude, congruent with the
knowledge and skills that it
has within different work
teams.
100
CENG-03 7/ 105
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Name of
module:
1.2 Exchange information about 1.2.1 Make a timeline with sentences

experiences that happened before Activity of effectively in past perfect
Learning outcome: various events in the past, presented in evaluation:
descriptive texts using the grammar
structure of the past perfect
INDICATORS % C R I T E R IA

 Expresses an action that  Expresses an action that  Fails to express an action that
occurred before another occurred before another occurred before another
action in the past action in the past action in the past.
 Presents a chronological  Presents a chronological  Omits to present a
order between both actions order between both actions chronological order between
Content 55%  Uses time expressions that  Uses time expressions that both actions.
4.1, 4.2, 4.4 indicate the order in which indicate the order in which  Omits using time expressions
events happen. events happen. that indicate the order in
 Organizes sentences on a  Organizes sentences on a which the actions occur.
timeline by showing timeline by showing  Organizes sentences on a
sequences of past events sequences of actions timeline without showing
 Presents chronological sequences of past events
ordering of processes
 Writes correctly the structure  Writes correctly the structure  Writes in correctly the
of the perfect past in two of the perfect past in two structure of the past without
parts: parts: including the two parts:
Grammar  One with the past simple  One with the past simple
4.1, 4.3, 5.3 35% of the verb to have (had) and of the verb to have (had) and
 The other with the past  The other with the past
participle of the verb that is participle of the verb that is
conjugated. conjugated.
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C R I T E R IA
INDICATORS %
ideas in a message
 Shows perseverance in  Shows perseverance in  Shows lack of perseverance in

correcting mistakes made in correcting mistakes made in correcting mistakes made in
previous activities to previous activities to previous activities to improve
Attitudes improve those that follow improve those that follow those that follow
(Peer-  Shows responsibility when  Shows responsibility when  Shows lack of responsibility
10% delivering on the date delivering on the date when delivering at a later date
assessment)
established by the teacher established by the teacher than that established by the
1.6, 7.2, 8.3
 Participates in teamwork,  Participates in teamwork, teacher, or omits the delivery
and decision making and decision making of the work.
 Shows skills such as analysis,
synthesis and evaluation of
information
100
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Name of
module:
1.3 Express behavior in hypothetical 1.3.1 Make a short comic strips using the
Learning outcome: situations present in narrative texts, Activity of second and third conditional.
using the grammatical structure of the evaluation:
second and third conditional

 Expresses a hypothetical,  Expresses a hypothetical,  Fails to express a hypothetical,
unrealistic or unlikely unrealistic or unlikely unrealistic or unlikely situation
situation to occur (Second situation to occur (Second (Second conditional)
conditional) conditional)  Fails to describe a situation
 Describes a situation that did  Describes a situation that did that did not happen and the
not happen and the result is not happen and the result is result is imaginary (Third
imaginary (Third conditional) imaginary (Third conditional) conditional)
Content
 Draws the characters  Draws the characters  Draws the characters without
4.1, 4.2, 4.4 40%
according to their mood and according to their mood and considering their mood and
the role they play in the the role they play in the the role they play in the comic.
comic comic •
 Uses bullets, signs and  Uses bullets, signs and  Omits the use of bullets, signs
balloons according to their balloons according to their and balloons according to their
function function function.
 Draws the stage according to
the environment in which
the comic takes place
 Uses the simple past tense,  Uses the simple past tense,  Skips using the past simple
in the first action and the in the first action and the tense, in the first action and
Grammar 30% modal verbs would, could modal verbs would, could the modal verbs, could and
4.1, 4.3, 5.3 and might, to express the and might, to express the could, to express the
possibility of doing possibility of doing possibility of doing something
something or of something something or of something or
something happening, and the
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C R I T E R IA
INDICATORS %
happening, and the verb of happening, and the verb of verb of the result in the
the result in the present the result in the present present simple tense • (Second
tense simple tense simple • (Second conditional)
•(Second conditional) conditional)  Omits using the perfect past
 Uses the perfect past tense  Uses the perfect past tense tense after 'if' and then 'would
after 'if' and then “would after 'if' and then “would have' and the past participle in
have” and the past participle have” and the past participle the second part of the
in the second part of the in the second part of the sentence (Third conditional)
sentence (Third conditional) sentence (Third conditional)
ideas in a message
 Expresses the hypothetical  Expresses the hypothetical  Copies the hypothetical
situation in a new and situation in a new and situation from some other
original way original way source • Fails to enrich the
 Enriches the expression of  Enriches the expression of expression of the characters
Creativity 20% the characters through the the characters through the through the use of
use of exclamation and use of exclamation and exclamation and question
question marks question marks marks
 Recreate the comic using
onomatopoeias to imitate
sounds or noises from
reality.
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C R I T E R IA
INDICATORS %
 Shows perseverance in  Shows perseverance in  Shows lack of responsibility
correcting mistakes made in correcting mistakes made in when delivering at a later date
previous activities to previous activities to improve than that established by the
improve those that follow those that follow teacher, or omits the delivery
Attitudes  Shows responsibility when  Shows responsibility when of the work.
1.6, 7.2, 8.3 10% delivering on the date delivering on the date
established by the teacher established by the teacher
 Participates in teamwork,  Participates in teamwork,
and decision making and decision making
information
100
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ASSESSMENT MATRIX OR RUBRIC
Name of
module:
2.1 Expresses actions that began at a 2.1.1 Produce a conversation about the
Learning outcome: specific time in the past and continue Activity of activities that they have been doing for the
to happen today, using the structure of evaluation: last months, even use the phrasal verbs in
the present continuous perfect order to add information.
C R I T E R IA
INDICATORS %
 Writes a dialogue that  Writes a dialogue that  Writes a dialogue that includes
includes ten questions and includes ten questions and fewer than ten questions and
an exchange of answers an exchange of answers an exchange of answers about
about activities they have about activities they have the activities you have been
been doing in the last been doing in the last doing in the past few months.
Content
months months  Expresses actions that started
4.1, 4.2, 4.4 30%
 Expresses actions that have  Expresses actions that have and ended in the past but
started in the past but started in the past but
continue in the present continue in the present
 Expresses the sense of
continuity of an action that
has started in the past and
that still lasts in the present
 Writes the questions and  Writes the questions and  Fails to write questions and
answers in dialogue format. answers in dialogue format. answers in dialogue format.
Dialogue  Uses the structure of short  Uses the structure of short  Uses an extensive short
30% questions and answers. questions and answers. question and answer structure
4.1,4.3
 Promotes interaction and
respect for the change of
participation shifts
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C R I T E R IA
INDICATORS %
 Uses the auxiliary verb “to  Uses the auxiliary verb “to  Skips using the auxiliary verb
have” in addition to “been” have” in addition to “been” “to have” in addition to
(the past participle of the (the past participle of the “been” (the past participle of
Grammar verb “to be”) plus the verb + verb “to be”) plus the verb + the verb “to be”) plus the verb
30% ing. + (gerund ”in Spanish) ing. + (gerund ”in Spanish) + ing. + (gerund ”in Spanish)
4.1, 4.3, 5.3
 Uses correctly affirmative  Uses correctly affirmative  Uses in correctly affirmative
and negative sentences in and negative sentences in and negative sentences in
present continuous perfect present continuous perfect present continuous perfect
 Uses of present continuous
perfect in different contexts.
 Shows perseverance in  Shows perseverance in  Shows lack of perseverance by
correcting mistakes made in correcting mistakes made in taking advantages of mistakes
previous activities to previous activities to marked in previous activities
Attitudes improve those that follow improve those that follow to improve the ones that
 Shows honesty by giving true  Shows honesty by giving true follows.
(Self
10% information. information.  Shows lack of honesty by
assessement)
 Assumes a constructive giving true information.
attitude, congruent with the
1.6, 7.2, 8.3
knowledge and skills that it
has within different work
teams.
100
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Name of
module:
2.2 Describe actions or activities 2.2.1 Write sentences that focus on the action
Activity of
Learning outcome: related to work occupation using the rather than the subject.
evaluation:
reported speech and passive voice

 Writes sentences that focus  Writes sentences that focus on  Skips writing sentences that
on the action rather than the action rather than the focus on action rather than
Content the subject subject topic.
4.1, 4.2, 45%  Gives more importance to  Gives more importance to the  Gives more importance to the
4.4,6.4 the object of the action than object of the action than to agent of the action than to the
to the agent of the action the agent of the action object of the action.
ideas in a message
 Uses the object of the  Uses the object of the  Uses the subject of the
sentence as a subject. sentence as a subject. sentence as an object.
 Correctly presents the  Correctly presents the  Incorrectly presents the
structure of the passive structure of the passive voice: structure of the passive voice:
voice: Object (makes Object (makes Subject) + verb  Fails to form the passive voice
Grammar 45% Subject) + verb "to be" "to be" conjugated + past with the corresponding verb
4.1, 4.3, 5.3 conjugated + past participle participle + complement. tense followed by the past
+ complement.  Forms the passive voice with participle of the verb that is
 Forms the passive voice with the corresponding verb tense conjugated.
the corresponding verb to be followed by the past
tense to be followed by the participle of the verb that is
past participle of the verb being conjugated.
that is being conjugated.
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 Makes the object (things or
people on whom the action
falls) take center stage of the
action.
correcting mistakes made in correcting mistakes made in not correcting mistakes
previous activities to previous activities to improve marked in previous activities
improve those that follow. those that follow.  Shows lack of responsibility by
Attitude  Shows organization and  Shows organization and delivering work after the
10%
1.6, 7.2, 8.3 responsibility by delivering responsibility by delivering deadline given or not
work on a deadline given. work on a deadline given. delivering work at all.
information
100
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Name of
module:
2.3 Express predictions and plans in

Activity of 2.3.1 Show a presentation in where they
Learning outcome: different work situations using "will"
evaluation: expose their plans for the next year
and "going to”
C R I T E R IA
INDICATORS %
 Expresses of intentions and  Expresses of intentions and  Expresses intentions and plans
plans for the future, plans for the future, specifying for the future specifying only
specifying the following: the following: some of the following aspects
 The period  The period  The period
of of implementation of the of implementation of the
implementation of the plan plan
Content plan  The objectives to be  The objectives to be
4.1, 4.2, 4.4, 6.4 45%  The objectives to be achieved achieved
achieved  The obstacles that must be  The obstacles that must be
 The obstacles that must resolved to achieve it resolved to achieve it
be resolved to achieve it  The necessary resources,  The necessary resources,
 The necessary resources, both human and material both human and material
both human and for its realization for its realization
material for its realization
 Presents the strategy to
overcome limitations and
carry out the plan
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C R I T E R IA
INDICATORS %
 Uses correctly the  Expresses concrete plans using  Expresses concrete plans using
grammatical structure correctly the grammatical incorrectly the grammatical
Subjet + auxiliary verb + structure Subjet + auxiliary structure Subjet + auxiliary
Grammar 45% going to + main verb to verb + going to + main verb verb + going to + main verb
express concrete plans  Uses affirmative and negative  Omits the use of affirmative
4.1, 4.3, 5.3
 Uses affirmative and sentences and negative sentences
negative sentences
ideas in a message
correcting mistakes made in correcting mistakes made in not correcting mistakes
previous activities to previous activities to improve marked in previous activities
improve those that follows. those that follows.  Shows lack of responsibility by
Attitude  Shows organization and  Shows organization and delivering work after the
10%
1.6, 7.2, 8.3 responsibility by delivering responsibility by delivering deadline given or not
work on a deadline given. work on a deadline given. delivering work at all.
information
100
CENG-03 18/ 105

Rubrics-Specialized Communication in English

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Colegio Nacional de Educación Profesional

ACTIVITY OF Specific Achieved Accumulated

b. Assessment matrix or rubric

ASSESSMENT MATRIX OR RUBRIC

Teacher evaluator: Group: Date:

1.1 Express obligations, advice,

Teacher evaluator: Group: Date:

1.2 Exchange information about 1.2.1 Make a timeline with sentences

Excellent Sufficient Insufficient

 Shows perseverance in  Shows perseverance in  Shows lack of perseverance in

Teacher evaluator: Group: Date:

Excellent Sufficient Insufficient

CENG-03 10/ 105

CENG-03 11/ 105

CENG-03 12/ 105

ASSESSMENT MATRIX OR RUBRIC

Teacher evaluator: Group: Date:

CENG-03 13/ 105

CENG-03 14/ 105

Teacher evaluator: Group: Date:

Excellent Sufficient Insufficient

CENG-03 15/ 105

Excellent Sufficient Insufficient

CENG-03 16/ 105

Teacher evaluator: Group: Date:

2.3 Express predictions and plans in

CENG-03 17/ 105

CENG-03 18/ 105

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