From trial and error, the assessment rubric for the dissertation explicative now has the style standards incorporated in the linguistic function rubrics, which cleared up some misunderstandings and kept style from outweighing the intellectual task. It also became obvious that having descriptions for introductions and conclusions separate from the organization structure descriptions gave too much weight to organization. Given that these are very important areas and ones students need to work on, the descriptions were included in the same standard description, rather than deleted.
|CEFR-inspired assessment rubric for writing|
|CEFR-inspired assessment rubric for recitals with creative pieces|
|CEFR-inspired assessment rubric for inquiry/research in-class presentations|
This spring the instructor of French 114 piloted the assessment rubrics tailored to the beginning level. These have proven to be very easy to use and the students quickly understood their significance as measures of competency in language skills. At this level, A2 descriptions were considered "meeting" the expectations of the class (or a B on the assignment), B1 descriptions "exceeding" expectations (or an A on the assignment).
|Beginning French assessment rubric for interpersonal communication (speaking)|
|Beginning French assessment rubric for compositional writing|