Project rubric
Objective: to apply concepts within the EFL context to the planning and creation of an assessment plan and its instruments
Fully Achieved 5
Rationale The rationale clearly justifies
the pedagogical and
professional choices and is
closely aligned with the
overall plan.
Overall plan The plan clearly shows how
all OAs will be assessed and
the instruments selected
clearly fit the OA’s nature.
The plan shows a clear
understanding of the
assessment process and the
teaching of english.
Plan’s quality The assessment plan shows
quality in its design by
successfully conforming to all
principles of validity, quality,
impact,reliability and
practicality, as well as the
principles of autonomy.
Somewhat Achieved 3 Partially Achieved 2 Fails to Achieve 1
The rationale justifies The rationale vaguely The rationale unclearly
somewhat clearly the justifies the justifies the
pedagogical and pedagogical and pedagogical and
professional choices professional choices professional choices
and is aligned with the and is loosely aligned and is very loosely
assessment plan with the assessment aligned with the
plan. assessment plan.
The plan shows how all The plan shows how The plan shows how
OAs will be assessed some OAs will be few OAs will be
and the instruments assessed and the assessed and the
selected clearly fit the instruments selected instruments selected
OA’s nature. clearly fit the OA’s clearly fit the OA’s
The plan shows an nature. nature.
understanding of the The plan shows an The plan shows an
assessment process unclear understanding extremely unclear
and the teaching of of the assessment understanding of the
english. process and the assessment process
teaching of english. and the teaching of
english.
The assessment plan The assessment plan The assessment plan
shows quality in its shows quality in its shows quality in its
design by conforming design by conforming design by
to all principles of only some l principles of unsuccessfully
validity, quality, validity, quality, conforming to
impact,reliability and impact,reliability and principles of validity,
practicality, as well as practicality, as well as quality, impact,reliability

Relation to Decreto The plan includes samples
67 and 83 where is evident that the
core of the assessment is
based on formative instances,
where different means of
representation, expression
and engagement are clearly
included.
Samples quantity The samples provided are in
and quality. numerical relation to the
gantt chart, are a suitable
amount to the class and OAs,
and are carefully designed.
Sample: test The test correctly assesses
all types of comprehension
and offers at least 4 types of
question formats that are in
line with the assessed
comprehension.
Sample rubric The rubric correctly assesses
the principles of the principles of and practicality, as well
autonomy. autonomy. as the principles of
autonomy.
The plan includes The plan includes The plan includes
samples where is samples where is samples where is
somewhat evident that partially evident unevident that the core
the core of the evident that the core of of the assessment is
assessment is based on the assessment is based on formative
formative instances, based on formative instances, where
where different means instances, where different means of
of representation, different means of representation,
expression and representation, expression and
engagement are clearly expression and engagement are clearly
included engagement are clearly included
included
The samples provided The samples provided The samples provided
are in numerical could have a better are not in numerical
relation to the gantt numerical relation to relation to the gantt
chart, are a suitable the gantt chart, are a chart, are not a suitable
amount to the class and suitable amount to the amount to the class and
OAs, and are somewhat class and OAs, and are OAs, and show little
carefully designed. somewhat carefully care in its design..
designed.
The test correctly The test correctly The test incorrectly
assesses some types of assesses a few types assesses all types of
comprehension and of comprehension and comprehension and
offers at least 4 types offers less than 4 types offers less than 4 types
of question formats of question formats of question formats
that are in line with the that are in line with the that are in line with the
assessed assessed assessed
comprehension. comprehension. comprehension.
The rubric correctly The rubric incorrectly The rubric incorrectly
 production under 5 criteria,
following the principles of
rubric design in its levels,
criteria and descriptors.
Sample: Other The instruments designed
instruments correlate with an Oa in all
cases and are varied,
carefully done and relevant
to the plan and unit in all
cases.
Samples: All samples included conform
Principles of to all principles of validity,
assessment quality, impact,reliability and
practicality, as well as the
principles of autonomy.
All samples demonstrate a
clear scaffolded sequence of
assessment.
Class work
assesses production
under 5 criteria,
following some the
principles of rubric
design in its levels,
criteria and
descriptors.
The instruments
designed correlate with
an Oa in some cases
and are varied,
carefully done and
relevant to the plan
and unit in all cases.
Some samples conform
to principles of validity,
quality, impact,reliability
and practicality, as well
as the principles of
autonomy.
Some samples
demonstrate a clear
scaffolded sequence of
assessment.
assessed production
under 5 criteria,
following some of the
principles of rubric
design in its levels,
criteria and
descriptors.
The instruments
designed correlate with
an Oa in some cases
and are somewhat
varied, carefully done
and somewhat
relevant to the plan
and unit in all cases.
a few samples conform
to principles of validity,
quality, impact,reliability
and practicality, as well
as the principles of
autonomy.
Few samples
demonstrate a clear
scaffolded sequence of
assessment.
assesses production
under 5 criteria,
following none of the
principles of rubric
design in its levels,
criteria and
descriptors.
The instruments
designed correlate with
an Oa in few cases and
are not varied, carefully
done irrelevant to the
plan and unit in all
cases.
None of the samples
conform to principles of
validity, quality,
impact,reliability and
practicality, as well as
the principles of
autonomy.
Few samples
demonstrate a clear
scaffolded sequence of
assessment.