Criteria Knowledge and Understanding of the Work(s)/ Subject
• How well does the student know the work(s)/ subject studied?
• How much understanding has the
student shown of the work(s)/ subject studied in relation to the question answered?
1-2 Little understanding of the work(s)/ subject studied
• little knowledge of, or
familiarity with, the work(s)/ subject matter referenced in connection with the assignment
• How relevant and valid are the student’s ideas?
• How well has the student explored, illustrated and supported claims?
• To what extent does the student’s
response show critical thinking and originality? Presentation
• How well has the student organized the oral presentation/written response?
• How effective is the student’s
structure in building and enhancing ideas?
• To what extent are supporting
examples integrated effectively into the presentation/written response?
• If an oral presentation, how effective
and persuasive is the student’s verbal delivery (i.e. gesturing, projection of voice, eye contact, poise, rhetoric, use of effective visuals)
Language
• How clear and effective is the student’s oral and/or written expression?
Little exploration of ideas and/or interpretation
• the oral presentation/written
response consists mainly of narration and/or repetition of content
• adequate understanding of the
• superficial understanding of the
• adequate and appropriate
familiarity with, the work(s)/ subject matter referenced in connection with the assignment
Some exploration of ideas and/or interpretation
the oral presentation/written response
• little attempt to integrate supporting examples appropriately
• if an oral presentation, little attempt to apply speaking conventions
The language is rarely clear or coherent
•
the use of language is not readily comprehensible
• some evidence of a structure to • some attempt to present/write with coherence although not always focused
• supporting references, where
relevant, are not appropriately integrated into the oral presentation/written response
• if an oral presentation, some attempt to apply speaking conventions
The language is only sometimes clear and coherent
work(s) and/or subject matter referenced in connection with the assignment
• detailed and relevant references to the work(s) and/or subject matter
ideas and critical thinking
ideas and critical thinking
by relevant references and examples
• good development of original • the ideas are supported by relevant references and examples
A generally focused and effectively structured oral presentation/written response
A focused and effectively structured oral presentation/written response
presentation/written response
oral presentation/written response
• adequate structure to the oral • the oral presentation/written
response is generally focused and organized in a coherent and effective manner
• supporting references, where
relevant, are sometimes appropriately integrated into the oral presentation/written response
• if an oral presentation, adequate application of speaking conventions
The language is generally clear and coherent
• some degree of clarity and
• adequately clear and coherent use
coherence in the use of language
• good understanding of the
Good exploration of ideas and/or interpretation
• the ideas are generally supported
the oral presentation/written response
5 Good understanding of the work(s)/subject studied
Adequate exploration of ideas and/or interpretation
• the ideas are supported by some Some sense of a focused and effectively structured oral presentation/written response
oral presentation/written response with coherence and focus
references to the works.
• adequate development of original
critical thinking
Little sense of a focused and effectively structured oral presentation/written response
• little attempt to present the
work(s) and/or subject matter referenced in connection with the assignment
• some development of ideas and references and relevant examples
• little evidence of a structure to
4 Adequate understanding of the work(s)/ subject studied
• some knowledge of, or
work(s)/ subject matter
• How detailed and/or appropriate are the student’s references to the work(s)/ subject studied? Interpretation and Analysis
3 Some understanding of the work(s)/ subject studied
of language
• clear and logical structure to the
6-7 Excellent understanding of the work(s)/ subject studied
• perceptive understanding of the
work(s) and/or subject matter referenced in connection with the assignment as well as the subtleties of their meaning
• detailed and persuasive
references to the work(s) and/or subject matter.
Excellent exploration of ideas and/or interpretation
• convincing and detailed
development of original ideas and critical thinking
• the ideas are fully supported by
precise references and examples
A clearly focused, well-structured and persuasive oral presentation/written response
• purposeful and effective structure to the oral presentation/written response
• the oral presentation/written
• the oral presentation/written
• supporting references, where
• supporting references, where
• if an oral presentation, good
• if an oral presentation,
response is focused and presented in a clear, coherent, effective and convincing manner relevant, are appropriately integrated into the oral presentation/written response application of speaking conventions
The language is clear, varied, and precise
• clear, varied and precise use of language
response is focused, coherent and presented in a very effective and persuasive manner relevant, are well integrated into the oral presentation/written response convincing and persuasive application of speaking conventions
The language is clear, varied, precise and concise
• clear, varied, precise and concise use of language
• How accurate, varied, and precise is
•
• some degree of accuracy in
• only a few significant lapses in
• no significant lapses in grammar
• no significant lapses in grammar
• How appropriate is the register and
•
• vocabulary, register, and style is
• some care shown in the choice of
• effective and appropriately
• precise use of wide vocabulary
the student’s word choice?
style selected by the student for the particular assignment (i.e. vocabulary, tone, and sentence structure appropriate to the assignment)?
many lapses in grammar and sentence fluency vocabulary, register, and style is rarely accurate, appropriate, or effective
grammar and sentence fluency
sometimes appropriate in connection with the assignment
grammar and sentence fluency
vocabulary; adequate use of register and style appropriate to the assignment
and sentence fluency
varied use of vocabulary; effective use of register and style appropriate to the assignment
and sentence fluency
and highly effective use of register and style appropriate to the assignment