| |
SUPERIOR |
GOOD |
FAIR |
NEEDS WORK |
| TASK COMPLETION |
Task completed properly and effectively, including a sufficient level of detail and flexibility. |
Task completed adequately, but the performance lacked some detail and flexibility. |
Task partially completed, but provided an insufficient level of consistency to succeed in the task. |
Task failed, providing little or no completion of the task. |
| ELABORATION |
Clear, detailed descriptions on subjects related to the task are ample to successful performance. Constructing a chain of reasoned argument occasionally contributes to successful performance. |
Clear, some detailed descriptions on subjects related to the task are adequate to successful performance. Constructing a chain of reasoned argument occasionally contributes to successful performance. |
Descriptions and arguments on subjects related to the task occasionally contribute to succesful performance. |
Descriptions and arguments on subjects related to the task seldom contribute to successful performance. |
| DELIVERY |
Natural pace and flow with minimal hesitation or repetition contribute to successful performance. |
Smooth pace and flow with occasional hesitation or repetition sometimes hinder task performance. |
Unnatural pace and flow cause frequent failure to perform task. |
Labored expressions with hesitations generally cause failure of task performance. |
| VOCABULARY |
Full and accurate use and comprehension of target vocabulary and expressions promotes successful performance. |
Sporadic errors in use and comprehension of target vocabulary and expressions sometimes obstruct task performance. |
Errors in use and comprehension of target vocabulary and expressions often interferes with task performance. |
Insufficient and inaccurate use and comprehension of target vocabulary and expressions generally interfere with task performance. |
| GRAMMAR |
Accurate use and comprehension of target grammatical structures with minimal or no errors contributes to successful performance. |
Sporadic errors in use and comprehension of target grammatical structures sometimes impede task performance. |
Errors in use and comprehension of target grammatical structures often interrupt task performance. |
Limitations in use and comprehension of target grammatical structures frequently cause failure of task performance. |
| LISTENING COMPREHENSION |
Full and accurate comprehension of the central points and important details facilitate successful performance. |
Sporadic errors in comprehensionof the central points and important details sometimes impede task performance. |
Inaccurate comprehension of the central points and some details often interfere with task performance. |
Very limited comprehension of the central points generally interrupts task performance. |
| READING COMPREHENSION |
Fully comprehends the central points, supporting details and some implications throughout the reading activity. |
Comprehends central points and some details, but errors in comprehension of implications may occur. |
Recognizes topics and partially comprehends the central points, but fails to capture any details. |
Comprehends the literal focus of reading, but fails to recognize the topics. |