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    This rubric evaluates students on their oral interactions in English based on 5 criteria: participation, content of the message, fluency, articulation of the message, and accuracy. For each criterion, students can be awarded 0 to 5 marks depending on the level of competency they demonstrate. For full marks, a student must actively participate throughout the discussion, express relevant and elaborated ideas, speak with ease and make few errors. Lower marks are given for less frequent or weaker participation, expressing only basic ideas, speaking with difficulties, and errors that affect clarity.

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    This rubric evaluates students on their oral interactions in English based on 5 criteria: participation, content of the message, fluency, articulation of the message, and accuracy. For each criterion, students can be awarded 0 to 5 marks depending on the level of competency they demonstrate. For full marks, a student must actively participate throughout the discussion, express relevant and elaborated ideas, speak with ease and make few errors. Lower marks are given for less frequent or weaker participation, expressing only basic ideas, speaking with difficulties, and errors that affect clarity.

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    1 views1 page

    C1 Sec2 Core

    Uploaded by

    gaudreault.nicolas
    This rubric evaluates students on their oral interactions in English based on 5 criteria: participation, content of the message, fluency, articulation of the message, and accuracy. For each criterion, students can be awarded 0 to 5 marks depending on the level of competency they demonstrate. For full marks, a student must actively participate throughout the discussion, express relevant and elaborated ideas, speak with ease and make few errors. Lower marks are given for less frequent or weaker participation, expressing only basic ideas, speaking with difficulties, and errors that affect clarity.

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    of 1

    Sec.

    II Core
     Rubric for Competency 1, Interacts orally in English—Secondary II Core ESL
    Allot 0 marks for the competency if the student does not carry out the task (e.g. does not speak at all or does not speak in English).

    A B C D E
    Interacts1 throughout the Interacts throughout the Interacts sporadically or Rarely expresses ideas or responds to peers.
    Participation

    discussion, using a few discussion. mostly when prompted. OR


    interaction
    in oral

    techniques to help the discussion Speaks but rarely interacts with peers, if at
    move forward (e.g. prompts all.
    peers, helps with words).
    5 marks 4 marks 3 marks 2 marks Expresses
    messages that are
    Discusses the topics addressed Discusses the topics Expresses basic ideas related Mostly expresses ideas that are incomplete, mostly
    by expressing relevant ideas and addressed by expressing to the topics, elaborating are repetitive or can apply to any topic incomprehensible,
    Content of the

    elaborating on them (e.g. refers relevant ideas and somewhat when prompted. (e.g. I think it’s good; It’s true). irrelevant to the
    message

    to personal experience, gives elaborating on them OR topics or


    details, asks questions). (e.g. refers to personal Expresses relevant ideas but does not inappropriate to the
    AND experience, gives details, interact with peers. task or context.
    Brings up new ideas or aspects asks questions).
    to enrich the discussion. OR
    5 marks 4 marks 3 marks 2 marks
    Reverts to a
    Speaks with ease when Speaks with a certain Speaks with some difficulty Speaks with much difficulty when interacting language other than
    interacting. degree of ease when when interacting (e.g. (e.g. messages are often choppy/incomplete English often
    interacting. Hesitations, messages are sometimes or made up of isolated words, or pauses and enough that
    Fluency

    although present, rarely choppy/incomplete and/or hesitations often hinder interaction).


    Articulation of the message

    competency in
    interfere with interaction. pauses and hesitations OR interacting orally in
    sometimes hinder interaction). Speaks with fluency but does not interact with English is not
    peers. demonstrated.
    5 marks 4 marks 3 marks 2 marks
    When interacting, expresses When interacting, makes When interacting, makes When interacting, makes errors that regularly Total of 4 marks
    messages that are clear and errors that sometimes errors that regularly affect affect clarity of messages. Messages are for this level
    contain few errors, if any. affect clarity of messages. clarity of messages. Messages mostly understood but require a lot of
    Accuracy

    Messages are understood are understood with some interpretation.


    with little interpretation. interpretation. OR
    Speaks with accuracy but does not interact
    with peers.
    5 marks 4 marks 3 marks 2 marks

    1 To interact, the student must do the following: react to / build on what peers say, express opinions/ideas related to the issues and to what peers say AND elaborate on ideas.

    Expressing stand-alone opinions and ideas (related to the issue but not to the ongoing discussion) is not interacting. Since interaction is at the heart of the competency, it is embedded in all
    the criteria.
    Ministère de l'Éducation, du Loisir et du Sport 2e année du secondaire
    Anglais, langue seconde, programme de base Version de l’élève

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