Performance Rubric NL NM NH IL IM IH AL

Presentational Speaking For student self-reflection, goal-setting or teacher Targeted performance level for this assessment.
feedback* on chapter or unit assessments and IPAs

STRONG GOOD DEVELOPING EMERGING Low

What are my strengths? What can I do? What are my goals?

Comprehensibility
Was I understood?
Vocabulary: I use a variety of appropriate vocabulary for
this task.
Language Control: I am mostly accurate when I use
structures, time frames and word order that we practiced.

Pronunciation: My pronunciation is mostly accurate. I try

to use native sounds.

Fluency: I try to speak at a consistent rate.

Task Completion
What did I say?
Content: I meet the communication goal. My content is
relevant to this topic.

Details and Support: I use authentic resource(s) or details

to support my response.

Discourse Quality
How well did I communicate?
Organization and Level of Language: My speech is
organized and has good cohesion. My sentence complexity
is appropriate for this level.

Impact: I keep my audience interested by originality,

visuals, technology, content, voice, humor, or emotions.

Interculturality
Did I show intercultural understanding?
Intercultural Competence: My language or behavior
shows intercultural knowledge or understanding for this task
(cultural content, register, gestures, idiomatic expressions,
daily life, intercultural similarities and differences). January 2017

* Used in conjunction with Full Performance Rubric for Presentational Speaking.

* See Can-Do statements for performance level descriptors
 Performance Rubric NL NM NH IL IM IH AL
Presentational Speaking Full rubric for chapter or unit assessments and IPAs Targeted performance level

Final Score: STRONG GOOD DEVELOPING EMERGING Low

Full evidence for targeted level Full evidence for targeted level Partial evidence Limited evidence
________ and some evidence for next level for targeted level for targeted level

Comprehensibility Is easily understood Is generally understood by a Is understood Is understood

Low
S G D E L by a sympathetic listener sympathetic listener with some difficulty with much difficulty

 Strong range of appropriate vocabulary.
Vocabulary
 Few errors when using practiced
Language Control structures, time frames and word order.
 Accurate pronunciation, with native sounds.
Pronunciation
 Good range of appropriate
vocabulary.
 Some errors when using
practiced structures, time frames
and word order.
 Mostly accurate pronunciation,
with many native sounds.
 Basic range of appropriate
vocabulary.
 Errors in practiced material may
require interpretation.
 Some accurate pronunciation,
with occasional native sounds.
 Limited range of appropriate
vocabulary.
 Errors in practiced material
often impede communication.
 Pronunciation errors often
impede communication.

 Rate of practiced speech is consistent,  Rate of practiced speech is  Some unnatural hesitations or  Many unnatural hesitations
Fluency with few hesitations. appropriate to level. pauses. or pauses.
Task Completion
Conveys part of Conveys a
S G D E L Conveys and extends the message Conveys the full message
the message limited message
Low

 Communicative goal is exceeded,  Communicative goal is met,  Communicative goal is partially  Communicative goal is
Content with elaborate and relevant content. with relevant content. met, with some related content. minimally met, with limited
content.

Details and  Authentic resource(s) or details  Authentic resource(s) or details  Authentic resource(s) or details  More details needed to
Support consistently used to support and expand often used to support response. sometimes used to support support response.
on the response. response.
Discourse Quality Shows strong Shows good Shows developing Shows emerging
Low
S G D E L communication skills communication skills communication skills communication skills
 Speech is well-organized, with strong  Speech is mostly organized,  Speech is somewhat organized,  More organization, cohesion
cohesion and use of transitions. with cohesion and transitions. or has some transition words. or transitions needed.
Organization and
Level of Language  Sentence complexity ¹(word—phrase—  Sentence complexity¹ is  Sentence complexity¹ partially  Sentence complexity¹
sentences—connected sentences— appropriate to level. meets targeted level. minimally meets targeted
paragraph style) exceeds targeted level. level.
 Audience interest consistently maintained  Audience interest is mostly  Audience interest is somewhat  Audience interest is minimally
Impact through ²originality, visuals, technology, maintained.² maintained.² maintained.²
content, voice, humor, or emotions.
Interculturality Demonstrates thorough
Demonstrates Demonstrates some Demonstrates limited
S G D E L intercultural competence Low
intercultural competence intercultural competence intercultural competence
 Language or behavior shows strong  Language or behavior shows  Language or behavior shows  Language or behavior shows
intercultural knowledge or understanding general intercultural knowledge some intercultural knowledge or limited intercultural
Intercultural ³(cultural content, register, gestures, or understanding3. understanding3. knowledge or understanding3.
Competence
idiomatic expressions, daily life,
Convert to Gradebook Score: intercultural similarities/differences)
(S) =_____________ (G) =_____________ (D) =_____________ (E) =_____________ (L) =_____________ January 2017