Here are both the NM and NH rubrics, along with samples of work. I may have
to send the samples of work separately.
On Sun, Dec 6, 2015 at 7:09 AM, Brownsugarsunshine <
gladyssibaustecontreras@xxxxxxxxx> wrote:
Muchisimas gracias
Ricardo, podrias mandar el de segundo año via correo electronico😘
🌻Gladys Sibauste Contreras☀️
Please excuse any undetected auto-corrections!)
Sent from my iPhone
On Dec 5, 2015, at 4:06 PM, Ricardo Linnell <hurricanetumbao@xxxxxxxxx>
wrote:
I love it, Alissa.
On Saturday, December 5, 2015, ALISSA FARIAS <AFARIAS@xxxxxxxxxxxxxxxx>
wrote:
This is nice as it offers more categories than ours. I simply pulled from
the I CAN statement outlines to make our rubrics. I have attached mine as I
am also trying to fine tune.
*From:* ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] *On
Behalf Of *Ricardo Linnell
*Sent:* Saturday, December 05, 2015 2:17 PM
*To:* ola@xxxxxxxxxxxxx
*Subject:* [ola] Re-defining rubric criteria
Hello All!
Wow! ACTFL was amazing in many ways, but there was one way in particular
that really spoke to me. After the convention, I have continued to stay in
contact with the instructor from my pre-convention workshop. I sent her a
couple of pieces of work and asked her what she thought. One was an end of
2nd year sample and one was an end of 1st year sample. The feedback that
she gave me was awesome in a few ways:
1. I realized just how much QUANTITY is necessary in the ratability of a
sample. There must be enough Qn in order to see if the sample fits the
criteria.
2. My standard of QL was off. I fell back into the "student must
conjugate perfectly" mindset, since no one was answering my question about
"how much is just enough." After speaking to the instructor, I have swung
back to "comprehensibility matters most." Now the question I have is, "what
is comprehensibility, in looking at samples?"
3. I was happy because the end of 2nd year sample that I sent to the
instructor, she said she thought it was at the IM level. I thought so too,
but it just helped to validate the importance of having 100% TL for more
than one year in a row.
....which brings me to this....
I have a rubric to share with you guys. Use it and change it up if you
must, but know that it is designed to hone in on conceptual, partial and
full control of criteria for each sublevel. So far all I have is NM. I plan
to create one for each sublevel all the way up to at least IM. I hope this
can help those of you who may be having the same questions that I have had
(some of which I still have) on leveling samples. Enjoy!
Ricardo
Attachment:
Rubric for Writing Performance Assessment Novice .doc
Description: MS-Word document
Attachment:
Rubric for Writing Performance Assessment Novice High.doc
Description: MS-Word document
