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Grading Rubric for Blackboard Assignments- Hablando de mí mismo)

Note: All work you do for a grade is expected to be your own work. You may use your textbook or a dictionary for assistance, but use of online translators or other external assistance (such as from advanced students or native speakers) is plagiarism. Your instructor is trained to detect the use of outside assistance. If you are suspected of using outside assistance, you will receive a grade of .1 for the activity, and will need to meet with the instructor if you wish to appeal the grade. You will, at that point, be required to re-write a similar passage in a proctored environment.

4 = Exceeds Expectation 3 = Meets Expectation 2 = Almost Meets Expectation 0-1 = Does not Meet Expectation

Criteria Exceeds Meets Almost Does Not MeetLength of

entryEntry maintains appropriate minimum length (see # of words per entry)

Entry slightly less than appropriate minimum length(See # of words per entry)

Entry much less than appropriate minimum length(See # of words per entry).

Entry length not acceptable(See # of words per entry)

Content Entry provides a broad range of different information and includes photos, images, links, etc.

Entry provides a good range of different information) and includes a few photos, images, links, etc.

Entry provides limited range of information but does not include photos, images, links, etc.

Entry provides very little information (repetitive information/sentences) and nothing else.

Comprehen-sibility

Readily comprehensible, requires no interpretation by the reader/listener.

Comprehensible, requires minimal interpretation by the reader/listener.

Mostly comprehensible, requires interpretation by the reader/listener.

Barely comprehensible.

Vocabulary Rich vocabulary; uses wide/broad range of vocabulary from course/text up to point of entry.

Good vocabulary; uses good range of vocabulary from course/text up to point of entry.

Sufficientvocabulary; uses sufficient range of vocabulary from course/text up to point of entry.

Little vocabulary used from course/text up to point of entry.

Language control/usage

Evident that student spent much time editing his/her language as reflected in a strong control of basic language structures- minimal errors

Evident that student spent some time editing his/her language as reflected in a good control of basic language structures –more than minimal errors

Evident that student spent little time editing his/her language as reflected in a strong control of basic language structures-abundance of errors

No evidence that student spent any time editing entry - Full of errors.

Grading Rubric for Blackboard Assignments (wikis/podcasts/Retrato de la clase)

Note: All work you do for a grade is expected to be your own work. You may use your textbook or a dictionary for assistance, but use of online translators or other external assistance (such as from advanced students or native speakers) is plagiarism. Your instructor is trained to detect the use of outside assistance. If you are suspected of using outside assistance, you will receive a grade of .1 for the activity, and will need to meet with the instructor if you wish to appeal the grade. You will, at that point, be required to re-write a similar passage in a proctored environment.

4 = Exceeds Expectation 3 = Meets Expectation 2 = Almost Meets Expectation 0-1 = Does not Meet Expectation

Criteria Exceeds Meets Almost Does Not MeetLength of

entryEntry maintains appropriate minimum length (see # of words per entry)

Entry slightly less than appropriate minimum length(See # of words per entry)

Entry much less than appropriate minimum length(See # of words per entry).

Entry length not acceptable(See # of words per entry)

Content

(top: written wikis)- - - - - - - - - - - - -(bottom: MP3s)

Entry provides a broad range of different information and includes photos, images, links, etc.

Entry provides a good range of different information) and includes a few photos, images, links, etc.

Entry provides limited range of information but does not include photos, images, links, etc.

Entry provides very little information (repetitive information/sentences) and nothing else.

Response to questions appropriate and with elaboration; superior completion of the task.

Response to questions appropriate and adequately developed; task completed.

Responses to questions mostly appropriate yet undeveloped; partial completion of the task.

Responses to questions are minimal and/or responses frequently inappropriate; minimal completion of task.

Comprehen-sibility

Readily comprehensible, requires no interpretation by the reader/listener.

Comprehensible, requires minimal interpretation by the reader/listener.

Mostly comprehensible, requires interpretation by the reader/listener.

Barely comprehensible.

Vocabulary Rich vocabulary; uses wide/broad range of vocabulary from course/text up to point of entry.

Good vocabulary; uses good range of vocabulary from course/text up to point of entry.

Sufficientvocabulary; uses sufficient range of vocabulary from course/text up to point of entry.

Little vocabulary used from course/text up to point of entry.

Language control/usage

Evident that student spent much time editing his/her language as reflected in a strong control of basic language structures- minimal errors

Evident that student spent some time editing his/her language as reflected in a good control of basic language structures –more than minimal errors

Evident that student spent little time editing his/her language as reflected in a strong control of basic language structures-abundance of errors

No evidence that student spent any time editing entry - Full of errors.

Grading Criteria for Oral Exams – Spanish 1st year level

Comprehensibility, Fluency &

Pronunciation

Information Conveyed Correctness of Language (Grammar & Vocabulary)

5 6

Completely comprehensible, without interpretation. Very few mispronunciationsVery natural with no unnatural pauses

5 6

Most necessary information is conveyed; ideas very well-developed. Content reflects appropriate responses to questions asked.

5 6

Very good control of the language; very few errors.Broad, precise, impressive vocabulary for this level.

3 4

Generally comprehen-sible, but with interpretation. Occasion-al mispronunciationsGenerally natural and continuous

3 4

Only basic information is conveyed; ideas fairly well-developed

3 4

Fair control of the language; some errors for this level. Adequate vocabulary for the situation and level.

1 2

Most is incomprehensibleHeavily accented; requires concentrated listening Halting, fragmented, unnatural pauses

1 2

Little information is conveyed; ideas not well-developed

1 2

Frequent errors, uncertain control of the language.Barely adequate for the situation and level; repetitive.

0

Completely incomprehensible or no attempt to communicate

0

No information conveyed or no attempt to communicate

0

Makes so many errors that communication is incomprehensible, or no attempt to communicate

Grading scale: 18=100/A 15=91/A- 12=82/B- 9=73/C- 6=64/D 3=55/F17=97/A 14=88/B+ 11=79/C+ 8=70/C- 5=61/D- 2=52/F16=94/A 13=85/B 10=76/C 7=67/D+ 4=58/F 1=49/F

Comments:

PROJECTO CULTURAL

Paisajes lingüísticos

Criteria 5 Superior 4 Good 3 Fair 2,1,0 Needs WorkPresentation/ Organization

Ten or more photos provided. Photos/illustrations and captions are cohesive and relevant to task. All required components of the project are present.

At least eight photos provided. Most photos/illustrations relevant to task. Some cohesion in photos/captions. Most components of the project are present.

Less than minimum number of photos. Little cohesiveness in photos/captions. Few components of the project are present.

Not enough content (photos and captions) to evaluate.

Language Excellent use of vocabulary and appropriate structures used w/ excellent accuracy for first-year Spanish.

Good use of vocabulary and appropriate structures used most of the time and w/ good accuracy for first-year Spanish.

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning. Little accuracy in language used.

Incorrect or nonuse of vocabulary. Consistent and frequent errors with word/idiom choice, usage/structures and/or invented words lead to obscured meaning.

Analysis Superior and convincing analysis of photos. Inferences and/or implications of a social, political, cultural, historical, etc., nature are plausible.

Good and somewhat convincing analysis of photos. Inferences and/or implications of a social, political, cultural, historical, etc., nature are somewhat plausible.

Unclear analysis of photos. Less than convincing inferences and/or implications of a social, political, cultural, historical, etc. nature.

Poor analysis of photos, i.e., like grasping at straws. No inferences or implications provided.

Culture

Fully Identifies relevant cultural content;describes all cultural content correctly;properly interprets significance of cultural content

Generally Identifies relevant cultural content; mostlydescribes cultural content correctly;someimproper interpretation of significance of some cultural content

Partially Identifies relevant cultural content; oftendescribes some cultural content incorrectly; frequentimproper interpretation of significance of cultural content

Fails to Identify relevant cultural content; fails todescribes cultural content correctly;fails to interpret significance of cultural content

PROJECTO CULTURALOrientation Video

Each student must also turn in the teamwork video team evaluation on the day that the ePortfolio task is due. Failure to do so will result in 25% (5 points off the total 20 points possible) taken off of this ePortfolio task

grade.Criteria 5 Superior 4 Good 3 Fair 2,1,0 Needs Work

Professional aspects of

video/cultural aspects (audience taken into

account)

The video segments are clear; no jerks in camera motion. The sound quality is excellent; all student voices are clear. The transitions among the segments are extremely smooth. Strong evidence that a Spanish-speaking audience was the target audience.

The video segments are relatively clear; few jerks in camera motion. The sound quality is good; student voices are clear. The transitions among the segments are smooth. Good evidence that a Spanish-speaking audience was the target audience.

The video segments are not clear; numerous jerks in camera motion. The sound quality is not good; not all student voices are clear. The transitions among the segments are choppy. Some evidence that a Spanish-speaking audience was the target audience.

Little evidence that this video task was taken seriously; very sloppily executed, speaking and acting quality is poor.No evidence that a Spanish-speaking audience was the target audience.

Evidence of participation

All members of the group participated equally in speaking/acting in orientation video. All members of the group did a professional job (not sloppy). No participant in the group read their script. All required components of the project are present

Most members of the group participated equally in speaking/acting in orientation video. Most members of the group did a professional job (not sloppy). Most participants in the group did not read their script. Most required components of the project are present

Particular members of the group carried the speaking/acting in orientation video. Some members of the group did a professional job (not sloppy). Most participants in the group read their script. Few required components of the project are present

Most participants did not speak much in the video and when they did, their language was simplistic. Evident that little time was put into writing the script.

Originality/Creativity

The video offers a creative approach (in terms of filming, narrative, technological aspects, etc., to the task (not simply a repeat of what others have done).

The video combines a traditional approach with a creative approach to the topic.

The video offers little creative aspects.

No creative aspects are evident in this video.

Language Excellent use of vocabulary and appropriate structures used w/ excellent accuracy for first-year Spanish.(Evidence that the group wrote an authentic script and the script language had been corrected).

Good use of vocabulary and appropriate structures used most of the time w/ good accuracy for first-year Spanish.

(Somewhat evident that group wrote an authentic script and script had been reviewed.)

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning. w/ little accuracy in structures language used.(Not evident that script was totally written by group and/or that it had been reviewed.)

Incorrect or nonuse of vocabulary. Consistent and frequent errors with word/idiom choice, structures/usage and/or invented words lead to obscured meaning. (Authenticity of script questionable because language not of a first-year level or no evidence that group had script reviewed.)

PROJECTO CULTURALFestival de cine

Criteria 5 Superior 4 Good 3 Fair 2, 1, 0 Needs Work Organization Evidence that all

films were viewed; organization ofinformation is clear and exceptionally complete. All required components of the project are present

Evidence that some films were viewed; organization ofinformation is generally clear and mostly complete. Most required components of the project are present

Some evidence that some films were viewed; organization is weak. Few required components of the project are present

Minimal information provided or mostly incomprehensible; little evidence that films were viewed and void of clear organization of information.

Language Excellent use of vocabulary and appropriate structures used most of the time w/ excellent accuracy for first-year Spanish.

Good use of vocabulary and appropriate structures used most of the time w/ good accuracy for first-year Spanish..

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning w/ little accuracy in structures /language used


Aural review of film

Evidence that student has practiced pronunciation as most sounds were well pronounced for a non-native speaker and none led to misunderstandings or failure in comprehension.

Student pronunciation is acceptable with mild interference from English (as would be expected for a non-native speaker) but little to no sounds leading to misunderstandings or failure in comprehension.

Evidence that student has paid only mild attention to pronunciation because clear interference of English is evident. Little to no sounds led to misunderstandings or failure in comprehension.

Evidence that student has not been attentive to basic pronunciation issues because strong interference of English is evident. Some sounds led to misunderstandings or failure in comprehension.

Culture Fully Identifies relevant cultural content;describes all cultural content correctly;properly interprets significance of cultural content




PROJECTO CULTURALGalería de arte

Criteria 5 Superior 4 Good 3 Fair 2,1,0 Needs WorkContent Ten or more

paintings provided.All relevant information based on task guidelines (brief biography, description of scene, explanation of why the student likes the painting) has been provided in Spanish. Sources provided. Supplementaryreferences included. All required components of the project are present

At least eight paintings provided. Most relevant information based on task guidelines (brief biography, description of scene, explanation of why the student likes the painting) has been provided in Spanish. Sources provided. Most required components of the project are present

Less than eight paintings provided. Minimum relevant information based on task guidelines (brief biography, description of scene, explanation of why the student likes the painting) has been provided in Spanish. Some sources provided.Few required components of the project are present

Not enough content to evaluate.

Language Excellent use of vocabulary and appropriate structures used w/ excellent accuracy in structures language used

Good use of vocabulary and appropriate structures used most of the time w/ good accuracy in structures/ language used

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning w/ little accuracy in structures language used.


Aesthetics Strong evidence of effort placed in design and creation of Galería de arte: Aesthetically attractive, well organized, paintings clear and captions well placed.

Evidence of effort placed in design and creation of Galería de arte: Aesthetically attractive, well organized, paintings clear and captions well placed.

Some evidence of effort placed in design and creation of Galería de arte: Aesthetically attractive, well organized, paintings clear and captions well placed.

Minimal completion of the task.





PROJECTO CULTURALMis preferencias de música hispana

If you choose to do this task with a group, you must also turn in the team work team evaluation form on the day that the ePortfolio is due. Failure to do so will result in 25% (5

points off the total 20 points possible) taken off of the project grade.Criteria 5 Superior 4 Good 3 Fair 2,1,0 Needs Work

Task completion The student’s final product provides 10 or more music examples. Information that corresponds to the music samples are informative. All required components of the project are present

The student’s final product provides 8-9 music examples. Some information that corresponds to the music samples are provided. Most required components of the project are present

The student’s final product provides a less than sufficient number of music examples. Not enough information that corresponds to the music samples are provided. Few required components of the project are present

Not enough content to evaluate.

Language Excellent use of vocabulary and appropriate structures used w/ excellent accuracy in structures language used(Applicable for group task: Evidence that the group wrote an authentic script and the script language had been corrected).

Good use of vocabulary and appropriate structures used most of the time w/ good accuracy in structures language used(Applicable for group task: Somewhat evident that group wrote an authentic script and script had been reviewed.)

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning w/ little accuracy in structures language used(Applicable for group task: Not evident that script was totally written by group and/or that it had been reviewed.)

Incorrect or nonuse of vocabulary. Consistent and frequent errors with word/idiom choice, usage/structures and/or invented words lead to obscured meaning. (Applicable for group task: Authenticity of script questionable because language not of a first-year level or no evidence that group had script reviewed.)

Aesthetics Strong evidence of effort placed in design and creation of album, Facebook page, presentation, etc. Aesthetically attractive, well organized and music samples are clear.

Good evidence of effort placed in design and creation of album, Facebook page, presentation, etc. Moderately aesthetically attractive, organized and music samples are clear.

Some evidence of effort placed in design and creation of album, Facebook page, presentation, etc. Less aesthetically attractive, somewhat organized and music samples are clear.

Minimally aesthetically appealing due to minimal effort placed on development of this task.





PROJECTO CULTURALAnuncio de interés público

Criteria 5 Superior 4 Good 3 Fair 2,1,0 Needs WorkStudents must also turn in the teamwork video team evaluation on the day that the ePortfolio task is

due. Failure to do so will result in 25% (5 points off the total 20 points possible)taken off of this ePortfolio task grade.

Professional aspects of video

The PSA video is clear, i.e., no jerks in camera motion, excellent sound quality, student voices are clear, images are excellent/relevant. The transitions among any segments are extremely smooth. All required components of the project are present

The PSA video is relatively clear; few jerks in camera motion, good sound quality, clear student voices, images are good. The transitions among any segments are smooth. Most required components of the project are present

The PSA video is somewhat sloppy, i.e., numerous jerks in camera motion, poor sound quality, not all student voices are clear. Images are ok. The transitions among segments are choppy. Few required components of the project are present

Little evidence that this PSA task was taken seriously; very sloppily executed, most aspects of PSA are poor and most components missing.

Originality/Creativity The PSA offers a creative approach (in terms of filming, narrative, technological aspects, etc., to the task (not simply a repeat of what others have done).

The PSA combines a traditional approach with a creative approach to the topic.

The PSA offers little creative aspects.

No creative aspects are evident in this PSA.

Language Excellent use of vocabulary and appropriate structures used w/ excellent accuracy in structures language used.(Evidence that the group wrote an authentic script and the script language had been corrected).

Good use of vocabulary and appropriate structures used most of the time w/ good accuracy in structures language used(Somewhat evident that group wrote an authentic script and script had been reviewed.)

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning w/ little accuracy in structures language used(Not evident that script was totally written by group and/or that it had been reviewed.)

Incorrect or nonuse of vocabulary. Consistent and frequent errors with word/idiom choice, usage/structures and/or invented words lead to obscured meaning. (Authenticity of script questionable because language not of a first-year level or no evidence that group had script reviewed.)





PROJECTO CULTURALUn documental sobre un día feriado

Criteria 5 Superior 4 Good 3 Fair 2,1,0 Needs WorkContent and Organization

Information is exceptionally complete, well organized, and addresses all aspects of the question or prompts. All required components of the project are present

Information is adequate, reasonably well organized, and adequately addresses the question or prompts. Most required components of the project are present

May be missing some required information or may include irrelevant information with little organization. Few required components of the project are present

Minimal information provided or mostly incomprehensible; inadequate development of topic and most components missing.

Language Excellent use of vocabulary and appropriate structures used w/ excellent accuracy in structures language used(Applicable for group task: Evidence that the group wrote an authentic description/narration and the language had been corrected).

Good use of vocabulary and appropriate structures used most of the time w/ good accuracy in structures language used(Applicable for group task: Somewhat evident that group wrote an authentic description/narration and script had been reviewed.)

Narrow use of vocabulary. Some word/idiom choice or usage leads to confused or obscured meaning w/ little accuracy in structures language used(Applicable for group task: Not evident that description was totally written by group and/or that it had been reviewed.)

Incorrect or nonuse of vocabulary. Consistent and frequent errors with word/idiom choice, usage/structures and/or invented words lead to obscured meaning. (Applicable for group task: Authenticity of description/narration questionable because language not of a first-year level or no evidence that group had script reviewed.)

Aesthetics Strong evidence of effort placed in design and creation of documentary. Aesthetically attractive.

Good evidence of effort placed in design and creation of documentary. Moderately aesthetically attractive.

Some evidence of effort placed in design and creation of documentary. Less aesthetically attractive, somewhat sloppy.

Minimally aesthetically appealing due to minimal effort placed on development of this task.





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