WORKSHOP 2

Members:

Javiera Barrueto
Brian Huenupe

Teacher:

Katiuska Santibaez.

Concepcin, 2016

ORIGINAL VERSIONS
Group discussion rubric
Students name: ____________________________________________________

Extended stretches of
language with ease.
Ideas are relevant,
coherent and varied.

Stretches of language with

little hesitation. Ideas are
relevant
and
clearly
organized.

Produces
extended
stretches of language
with some hesitation.
Ideas are relevant and
there
is
very
little
repetition.

Content

Structures
Predominance
of
compound
sentences
and complex sentences.
Very few (1-2) mistakes
in sentence construction.
3
Rich
in
grammatical
tenses. Very few (1-2)
mistakes

Simple sentences and/or

some
compound
sentences.
Mostly
coordinating conjunctions.
Some (3-4) mistakes in
sentence construction
2
Different
grammatical
tenses are used. Some (34) mistakes

Wide range of topicrelated

vocabulary.
Abundant use of different
types of collocations with
very few mistakes

Vocabulary ranges from

basic to intermediate.
Some can be topicrelated. Various types of
collocations,
mostly
correct.
2

Mostly
simple
sentences.
Basic
coordinators.
Many
(>4)
mistakes
in
sentence constructions.
1
Very few grammatical
tenses. Mostly simple
ones.
Many
(>4)
mistakes in tense use.
1

Vocabulary

High frequency of very

simple
vocabulary
(want, like, thing)
Mistakes
in
basic
collocations
1

Phonetics
Clear articulations and
approximate native
intonation. Very few (1-2)
omissions of final
sounds. Word stress is
accurate. Word stress is
accurate. Very few (1-2)
mistakes
1

Some omissions or
mispronunciations word
stress is accurate most of
the time. Some (3-4)
mistakes.

Very relaxed
articulations. Fla and/or
L1 intonation.
Consistent omissions of
final sounds. Word
stress inaccuracies.
Many (>4) mistakes.

Student name: _________________________________________________________

CATEGORY
Speaks Clearly

Vocabulary

Uses Complete
Sentences

Volume

Speaks clearly
and distinctly all
(100-95%) the
time,
and
mispronounces
no words.

Speaks clearly
and distinctly all
(100-95%) the
time,
but
mispronounces
one word.

Uses
vocabulary
appropriate for
the
audience.
Extends
audience
vocabulary by
defining words
that might be
new to most of
the audience.
Always
(99100% of the
time) speaks in
complete
sentences.
Volume is loud
enough to be
heard by all
audience
members
throughout the
presentation.

Uses
vocabulary
appropriate for
the
audience.
Includes
1-2
word that might
be new to most
of the audience,
but does not
define them.

Speaks clearly
and
distinctly
most (94-85%)
of the time.
Mispronounces
no more than
one word.
Uses
vocabulary
appropriate for
the
audience.
Does
not
include
any
vocabulary that
might be new to
the audience.

1
Often mumbles
or can not be
understood OR
mispronounces
more than one
word.
Uses several (5
or more) words
or phrases that
are
not
understood by
the audience.

Mostly (80-98%)
speaks
in
complete
sentences.

Sometimes (7080%) speaks in

complete
sentences.

Rarely speaks
in
complete
sentences.

Volume is loud
enough to be
heard by all
audience
members
at
least 90% of the
time.

Volume is loud
enough to be
heard by all
audience
members
at
least 80% of the
time.

Volume
often
too soft to be
heard by all
audience
members.

Enthusiasm

Facial
expressions and
body language
generate
a
strong interest
and enthusiasm
about the topic
in others.

Facial
expressions and
body language
sometimes
generate
a
strong interest
and enthusiasm
about the topic
in others.

Facial
expressions and
body language
are used to try
to
generate
enthusiasm, but
seem somewhat
faked.

Very little use of

facial
expressions or
body language.
Did
not
generate much
interest in topic
being
presented.

IMPROVED VERSIONS

Group discussion rubric

Students name: ____________________________________________________

CATEGORY
Content
Structures
Phonetics
Well use of the time

YES

NO

Student name: _________________________________________________________

CATEGORY
Speaks Clearly

Vocabulary

4
Speaks clearly
and distinctly all
the time, and
mispronounces
no words.
Uses
vocabulary
appropriate

for

3
Speaks clearly
and
distinctly
most of the
time,
but
mispronounces
one word.
Uses
vocabulary
appropriate for

2
Speaks clearly
most of the
time.
Mispronounces
more than one
word.
Uses
vocabulary
appropriate for

1
Often mumbles
or can not be
understood OR
mispronounces
more than one
word.
Uses several (5
or more) words
or phrases that

Uses Complete
Sentences

Volume

the
audience.
Extends
audience
vocabulary by
defining words
that might be
new to most of
the audience.
Always of the
time)
speaks
with
complete
sentences.
Volume is loud
enough to be
heard by all
audience
members
throughout the
presentation.

the
audience.
Includes
1-2
word that might
be new to most
of the audience,
but does not
define them.

the
audience.
Does
not
include
any
vocabulary that
might be new to
the audience.

are
not
understood by
the audience.

Mostly speaks
with
complete
sentences.

Sometimes
speaks
with
complete
sentences.
Volume is loud
enough to be
heard by all
audience
members
at
least 80% of the
time.

Rarely speaks
with
complete
sentences.

Volume is loud
enough to be
heard by all
audience
members
at
least 90% of the
time.

Volume
often
too soft to be
heard by all
audience
members.

Comments:
_________________________________________________________________________
_________________________________________________________________________

Reflection

The first rubric analyzed was for a speaking activity, a group discussion. Its
requirement was a high level of English, but the categories to evaluate were not too
straightforward for the activity. It was changed to a checklist, because it is not a
formal evaluation and the evaluators were groups members, therefore it was needed
a short form of evaluation to made it quickly and easy to understand for both sides.
The aim of this short evaluation was if the students were able to form part of this
group discussion.
The second rubric was designed to evaluate a presentation. Its categories were very
meticulous, was very large and accurate. However, it was changed to a simplified
one with the most important and specific descriptions of its category, because at the
moment of evaluation this will facilitate the assessment and will be easier to
understand for the person that was assessed with specific feedback.