“NO MATTER HOW LOFTY OUR
ESPOUSED EDUCATION GOALS,
OUR GRADING PRACTICES REVEAL
WHAT WE TRULY VALUE.”
-Tony Winger
“WHAT WE KNOW TODAY DOES NOT
MAKE YESTERDAY WRONG.
IT MAKES TOMORROW BETTER.”
-Carol Commadore
MAKING STANDARDS BASED
GRADING WORK IN YOUR WORLD
LANGUAGE CLASSROOM
Participants will be given an overview of basic principles of StandardsBased Grading and practical ideas about how to communicate clearly
with students about their strengths and weaknesses. We’ll discuss ideas
from A Repair Kit for Grading; 15 Fixes for Broken Grades by Ken
O’Connor. Examples of teacher-created standards-based scoring guides
for speaking, writing, listening, reading, grammar, and vocabulary
assessments will be shared. Explore how to make your class about
learning and not just grades!
WHERE ARE WE COMING FROM?
 Rockwood School District / Eureka High School
 All Spanish teachers / PLCs incorporate the same
standard-based grading practices.
 RSD has a grading and reporting policy that is a work
in progress.
 Disconnect between grading and reporting system
 Our focus is on Standards Based Grading and Feedback
– NOT Standards Based Reporting.
 We are not experts. We are learning everyday. Our
practice is constantly evolving.
3. WHAT POWER DOES A GRADE HAVE?
Think
Pair
Share
WHAT ARE THE 15 FIXES FOR
BROKEN GRADES?
 Ken O'Connor, a.k.a. The Grade Doctor, is an
independent consultant who specializes in issues
related to the communication of student achievement,
especially grading and reporting.
 Rockwood School District has used Ken O’Connor’s
book as a starting point for book studies and common
language about standards based grading.
 Please refer to your packet for an overview of the 15
fixes – our presentation is based on these ideas.
 Suggestion: Do a book study with your colleagues.
1. WHICH OF THE FOLLOWING ARE
REFLECTED IN GRADES IN MOST
CLASSROOMS IN THE U.S.?
A. how well students behave in class
B. how well students can take tests
C. if students are responsible and do their homework
D. if students participate in class
what students know and are able to do
F. group work and projects that students do
G. student attitudes towards the class
H. all of the above
E.
2. WHAT DO YOU THINK GRADES
SHOULD REFLECT?
A. how well students behave in class?
B. how well students can take tests?
C. if students are responsible and do their homework?
D. if students participate in class?
what students know and are able to do?
F. group work and projects that students do?
G. student attitudes towards the class?
H. all of the above?
E.
3. WHAT DO WE THINK GRADES SHOULD
REFLECT?
We believe grades should reflect what
students know and are able to do.
What should count in a
grade?
 Vocabulary Assessments
 Grammar Assessments
 Speaking Assessments
 Listening Assessments
 Reading Assessments
 Writing Assessments
 Work that is graded
 Work that shows
what a student
knows and is able to
do
What shouldn’t count in
a grade?
 Participation
 Behavior
 Homework completion
 If you brought your book
to class
 Extra credit for extra
work
 Extra credit for bringing in
a box of Kleenex, etc.
 Attendance
 Group work grades
EHS SPANISH GRADEBOOK
CATEGORIES AND WEIGHTS
Spanish
I
II
Practice Work
(where feedback
is given)
10%
5%
Vocabulary
Quizzes
30%
Grammar
Quizzes
Communicative
Skills
20%
40%
Spanish
III, IV,
& AP
Vocabulary
25%
Grammar
25%
Communicative
Assessments
50%
25%
25%
45%
WHAT DO WE DO ABOUT
NON-ACADEMIC BEHAVIOR ISSUES?
 Failure to complete assignments
 Turning work in late
 Coming to class unprepared
 Attitude problems
 Not working up to potential
 Falling asleep in class
WHAT DO WE DO ABOUT NONACADEMIC BEHAVIOR ISSUES?
We deal with them as BEHAVIOR issues with
behavioral consequences.
 Talk to the student
 Behavior modification tools (getting planner signed, reward
system, physical proximity, seating chart adjustment, etc.)
 Phone call or e-mail home
 Mandatory academic tutoring
 Detention
HOW IS IT FAIR TO MAKE THE ENTIRE
GRADE BASED ON ASSESSMENTS ONLY?
 We believe that ALL students can learn, just not always
at the same rate.
 Students need to be held accountable for learning the
material.
 Students who do not demonstrate proficiency are given
opportunities to learn the material and re-assess.
 See “Contract for Reassessment, Delayed or Make-up
Assessment”
OPPORTUNITIES FOR RE-ASSESSMENT
 Designed for students who do not demonstrate
proficiency (not prepared to move forward in their
learning)
 Same format with different prompts or words.
 Must be done outside class time – generally before or
after school
 Students must complete additional practice prior to
reassessment.
 2nd grade counts – most recent evidence of what
students know and are able to do
HOW DO YOU DECIDE WHAT TO ASSESS?
 Unit Plan (backward design)
 Based on district curriculum / national standards
 Unpack the standards for each unit
 For each assessment….
 Reflect on which specific skills should be tested
 Create assessments on which students demonstrate those skills
 Create a rubric that communicates the differences between performance
levels
 Gradebook categories are not the same as the national
standards.
TAKING THE MYSTERY OUT OF
ASSESSMENT
 Share unit goals with students at the beginning of the unit.
 Share rubrics with students before assessments.
Español IV: Los Latinos en EE.UU.
Metas
Preguntas esenciales
Students will:
 comprender y usar el vocabulario
necesario para dialogar sobre la
convivencia y la aculturación de los
latinos en los EE.UU.
 aprender del tema de fuentes
auténticas y programas noticieros
 entender y dialogar sobre los desafíos
que enfrentan los latinos en los EE.UU.
 decir lo que ha pasado y dar opiniones
sobre lo que ha pasado con respeto a
la comunidad latina en los EE.UU.
Preguntas esenciales:
 Los latinos, ¿cómo han cambiado los
Estados Unidos?
 Los EE.UU., ¿cómo han cambiado a los
latinos?
 ¿Piensas que los latinos de hoy son
vistos en una manera diferente que
otras generaciones de inmigrantes?
¿Por qué sí o por qué no?
 ¿Qué opinas del futuro de los EE.UU.
con respecto a la población latina?
Evaluaciones
Quizzes:
 Vocabulary Comprehension
 Vocabulary Production quiz (para que +
subjunctive)
 Grammar: Present Perfect and Present
Perfect of the Subjunctive
Global Communication Assessments:
 Listening Comprehension
 Reading Comprehension
 Speaking: Tertulia (Discussion Group)
TAKING THE MYSTERY OUT OF
ASSESSMENT
 Share unit goals with students at the beginning of the unit.
 Share rubrics with students before assessments.
 Provide practice and feedback before the assessment
(practice quiz, skills practice, etc.)
 http://www.youtube.com/watch?v=Pu-cReXuRm8
WHAT SHOULD BE ASSESSED IN A
WORLD LANGUAGE CLASSROOM?
USE QUALITY ASSESSMENTS
What should be assessed in a World Language
classroom?
What are some of the problems with using
assessments produced by textbook companies?
What do quality assessments look like?
Are the purposes for your assessments clear? Are
they clear to the students?
Do your assessments match the goals you have for
your students?
SMALL CHANGES
Start thinking in terms of Performance Standards
and not just letter grades (and get your students to
start thinking that way too)!
Integrate some ideas from Standards Based
Grading and Reporting into the constraints of your
district’s grading system (must give letter grades,
percentage cut offs for letter grades, quarter
grades, grading policies, etc.)
POSSIBLE TITLES FOR PERFORMANCE
STANDARD LEVELS
Advanced
Advanced
Above
Standard
Exceptional
Consistently
Proficient
Proficient
At Standard
Proficient
Usually
Partial
Minimal
Approaching Approaching Progressing
Below
Well Below
Beginning
How to Grade for Learning, Ken O’Connor, 2002, page 72
Sometimes
Seldom
EHS WL DEPARTMENT TITLES FOR
PERFORMANCE STANDARD LEVELS
Same as MAP test
Used by some Language
Arts teachers in our
school  common
language for students
Each gives a description
of the student’s
performance / ability
related to the standard
Advanced
Proficient
Basic
Below Basic
LINK TO PERCENTAGES
Traditional School Approach
Standards-Based Approach
90-100%
Outstanding /
Excellent
95-100%?
80-89%
Above Average / 85-94%?
Good
Proficient
70-79%
Average /
Satisfactory
Basic
60-69%
Below Average / 74% or below?
Poor
Below Basic
59% or below
Failing /
Unacceptable
Far Below
Basic?
75-84%?
Advanced
SET THE BAR HIGH, BUT HELP THEM
REACH IT
Use clear standards/goals/performance
expectations
 when creating,
 explaining,
 giving,
 grading assessments
Practice assessments, modeling, talking about the
scoring guide – these are all key steps to
encouraging student success.
INTRO TO SCORING GUIDES
(SEE GOLD PACKET)
PALs rubrics from Fairfax County
 This was our starting point for using descriptive
standards-based rubrics department-wide
 http://www.fcps.edu/DIS/OHSICS/forlang/PALS/rubrics/
 Various levels, Speaking, Writing, Interactive Tasks
Note: The lowest grade is a 50% (not a zero)
WHY USE 50% AS THE LOWEST GRADE?
 A grade below 50% for work that was completed involves
inappropriate mathematics. With the common grading scale
where 59 and below is an F, there are
 A=11 points (90-100)
 B=10 points (80-89)
 C=10 points (70-79)
 D=10 points (60-69)
 F=60 points (0-59)
A=11 points (90-100)
B=10 points (80-89)
C=10 points (70-79)
D=10 points (60-69)
F=10 points (50-59)
 The range for an F is six times greater than the other
grades.
 Using 50% as the lowest grade “evens things out.”
DO I HAVE TO DO MATH?
How to do the math for Scoring Guide percentages

Decide what you want the lowest score to be. This will equal 50%.

Figure how many boxes you need. If it’s a lot, using landscape orientation can help fit it all in.
Formula for percentages:
 (# of boxes – 1) = X

50 ÷ X = Y

Subtract Y from 100 and each result to get the percentages. Round off to nearest 10 th.
Example: You have a scoring guide with three standards. Each one is worth 4 points, making the total raw
score 12. The lowest score for each standard is 1, so the lowest raw score is 3.
3
4
5
6
7
8
9
10
11
12
9
83.3%
10
88.9%
11
94.4%
12
100%
You have 10 boxes total. Refer to the formula. (10 – 1) = X, 9 = X
50 ÷ 9 = Y. Y = 5.56
100 – 5.56 = 94.4% This is the percentage for the “11” box.
3
50%
4
55.5%
5
61.1%
6
66.7%
7
72.2%
8
77.8%
When deciding the cut off for Advanced, Proficient, Basic, and Below Basic, you may want to consider what a
student needs to get to have each total raw score. For example, if a student has 2 “Proficient” scores and 1
“Advanced” score, their overall score would be “Proficient.”
3
4
50%
55.5%
Below Basic
More examples:
5
61.1%
Below Basic
6
66.7%
Basic
7
72.2%
8
77.8%
Basic
9
10
83.3% 88.9%
Proficient
11
12
94.4%
100%
Advanced
Proficient
Advanced
50%
54.2%
58.3%
62.5%
66.7%
70.8%
75%
79.2%
83.3%
87.5%
91.7%
95.8%
100%
4
5
6
7
8
9
10
11
12
13
14
15
16
83.3
86.7
90
93.3
96.7
100
16
17
18
19
Advanced
20
50
53.3
56.7
60
63.3
5
6
7
Below Basic
8
9
66.7
70
10
11
Basic
73.3
76.7
12
13
80
14
15
Proficient
WRITING RUBRIC
Hora_______ Nombre__________________________________________________________________ #_______
Español IV: Unidad de repaso
Las metas escolares
50%
Task
Completion
5
53.3%
56.7%
60%
7
8
6
Below Basic
Does not demonstrate ability to
express ideas in the future.
Content

66.7%
9
10
Basic
70%
73.3%
76.7%
11
12
13
Demonstrates ability to express ideas in
the future in limited ways – simple future,
infinitive constructions, etc.
1

63.3%


Content undeveloped.
Inadequate, inaccurate, and/or
irrelevant response.
Response difficult to score due
to inadequate evidence

Compreheo
pn-sibility
Vocabulary
Language Control
(Grammar)
Inadequate and/or inaccurate use of
vocabulary from the Unidad de
repaso vocabulary list; vocabulary
may be used inappropriately or out
of context; repetitive; possible use
of English.
1
Emerging use of subject/verb
agreement, adjective/article/noun
agreement, verb tenses and
conjugations. Correct use about ½ of
the time.
1
86.7%
90%
93.3%
16
17
18
19
Advanced
100%
20
3
Text comprehensible, requiring minimal
interpretation on the part of the reader.
2
3
Adequate and accurate use of
vocabulary from the Unidad de repaso
vocabulary list; some attempts to
include less commonly used vocabulary.
Rich use of vocabulary from within and
beyond the Unidad de repaso
vocabulary list; frequent attempts to
include less commonly used vocabulary.
2
3
Correct use of subject/verb agreement,
adjective/article/noun agreement, verb
tenses and conjugations. Correct use
most of the time, but not all of the time.
2
3
4
Correct use of subject/verb agreement,
adjective/article/noun agreement, verb
tenses and conjugations; advanced
structures attempted with some
success. Correct use most of the time,
but not all of the time.
4
Somewhat inadequate and/or inaccurate
use of vocabulary from the Unidad de
repaso vocabulary list; few attempts to
include less commonly used vocabulary.
Emerging control of subject/verb
agreement, adjective/article/noun
agreement, verb tenses and conjugations.
Correct use about ¾ of the time.
Demonstrates ability to express ideas
in the future in a variety of ways –
simple future, infinitive constructions,
etc.
96.7%
2
Text mostly comprehensible, requiring
interpretation on the part of the reader.
1
83.3%
14
15
Proficient
Demonstrates ability to express ideas
in the future in a wide variety of ways
– simple future, infinitive constructions,
etc.
4
 Substantial response with welldeveloped ideas
 Clearly organized in paragraph
form
 Creates original sentences
 Response includes correct and
relevant information as well as
elaboration.
4
Text readily comprehensible, requiring
no interpretation on the part of the
reader.
4
2
Limited response
Lack of cohesive response / ideas not
connected in paragraph form
Some information in response may be
incorrect or irrelevant.
1
Text barely comprehensible. Errors
of grammar and/or spelling may be
impossible to decipher.
80%
3



Appropriate response
Well organized in paragraph form
Response includes correct and
relevant information that
completely answers the prompt.
Comentario: ________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________
SPEAKING RUBRIC
Hora: _________ Nombre: ______________________________________________________________________ #_________
Realidades 3: Capítulo 4-1
GCA: HABLAR / Interactive Speaking
Language Control
Vocab.
Fluency
Comprehensibility
Task completion
5
50
6
7
53.3
57.7
Below Basic
Does not complete the task.
Responds inappropriately or has a
limited response to most
parts/prompts of the conversation.
Dime un poco sobre tus amistades.
¿Cuál es tu personaje favorito de EXTR@ y por qué?
8
60
9
63.3
10
11
12
67.7
70
73.3
Basic
Partially addresses and/or
completes the task. Responds
inappropriately to some
parts/prompts of the conversation.
13
76.6
14
80
15
16
17
83.3 86.7
90
Proficient
Appropriately addresses and
completes the task. Responds
appropriately and fully to all or
almost all parts/prompts of the
conversation.
19
20
96.7
100
Advanced
Fully addresses and completes the
task. Responds fully and
appropriately to all or almost all
parts/prompts of the conversation.
Adds details and elaborates on
ideas.
1
2
3
4
Message barely comprehensible,
Message mostly comprehensible,
Message comprehensible,
Message readily comprehensible,
requiring frequent interpretation;
requiring interpretation;
requiring minimal interpretation;
requiring no interpretation;
pronunciation may frequently
pronunciation may occasionally
pronunciation does not interfere
pronunciation enhances
interfere with communication.
interfere with communication.
with communication.
communication.
Response may be too limited to
evaluate.
1
2
3
4
Speech halting and uneven with
Speech choppy and/or slow with
Somewhat fluent speech with
Fluent and natural speech with
long pauses or incomplete
frequent pauses; few or no
some hesitation but speaker
few pauses or false starts.
thoughts.
incomplete thoughts.
manages to continue and complete
1
2 thoughts.
3
4
Inadequate and/or inaccurate use
Somewhat inadequate and/or
Adequate and accurate use of
Rich use of vocabulary and
of vocabulary.
inaccurate use of vocabulary; too
vocabulary for level III.
appropriate use of idiomatic
basic for level III.
expressions.
1
2
3
4
Emerging use of basic language
Emerging control of basic language Control of basic language
Excellent control of basic
structures. (Used correctly about
structures. (Used correctly about ¾ structures. (Used correctly most of structures with possible use of
½ of the time)
of the time).
the time, not all of the time).
advanced language structures.
1
2
3
4
Basic structures = article/adjective/noun agreement; subject/verb agreement; verb conjugations ; negations
(no es)
18
93.3
Advanced structure = Use of
subjunctive in dependent clauses
after verbs of emotion and/or
impersonal expressions
Main Idea
50%
56.3%
62.5%
68.8%
2
3
4
5
Below Basic
Basic
Unable to demonstrate accurate interpretation
of the main ideas of the reading selection.
0
75%
6
81.3%
7
Proficient
87.5%
8
93.8%
100%
9
10
Advanced
Demonstrates accurate
interpretation of main idea of
the reading selection.
Supporting Details
2
Meaning from
context
READING
RUBRIC
Hora ______ Nombre ______________________________________________________________ #_______
Realidades 3: GCA – Leer
Capítulo 3-3 FORMA A
Unable to accurately
identify details from the
reading selections. (5 or
fewer correct)
Accurately identifies
minor details from
portions of the reading
selections. (6-7 correct)
1
Accurately identifies
minor details from the
majority of the reading
selections. (8 correct)
2
Accurately identifies
minor details from the all
or almost all of reading
selections. (9-10 correct)
3
4
Identifies accurate
meaning for one or fewer
words based on context of
selection.
1
Identifies accurate
meaning for some words
(2-3) based on context of
selection.
Identifies accurate
meaning for most words
(4-5) based on context of
selection.
2
Identifies accurate
meaning for all words
based on context of
selection.
3
Estrés: Cómo afrontar los retas de la vida
I.
Supporting Information
 Circle the letter of the 8 details mentioned in the article.
 For each detail that is mentioned, write the section number associated with that section of the
article.
A. # _______ Talk to your doctor if you think you may have health problems caused by stress.
B. # _______ People with fewer social contacts tend to suffer more from stress.
C. # _______ Fatigue, headaches, and gaining or losing weight are possible signs of stress.
D. # _______ Any type of change can make you feel stressed.
E. # ________ Exercise improves your physical fitness and makes you feel better in general.
F. # ________ When taking deep breaths, slowly fill your lungs with air.
G. # ________ Talking with a friend is a way to manage stress.
H. # ________ There are many forms of meditation.
I. # ________ Teens often experience stress as they respond to increasing demands and pressures.
4
READING
TEXT
Estrés: Cómo afrontar los retos de la vida
¿Qué causa el estrés?
Las sensaciones de estrés son ocasionadas por el instinto que el cuerpo tiene de defenderse a sí mismo. Este instinto
es bueno en emergencias, como salirse del camino si viene un carro a alta velocidad. Pero el estrés puede causar
síntomas físicos si continúa por mucho tiempo; tal como en respuesta a los retos de la vida diaria y a los cambios.
Cuando esto sucede, es como si su cuerpo se preparara para saltar para esquivar el carro pero usted está quieto. Su
cuerpo está trabajando más de lo necesario sin tener ningún lugar donde poner toda esa energía adicional. Esto puede
hacerlo sentir ansioso, temeroso, preocupado y tenso.
¿Qué cambios pueden causarle estrés?
Cualquier tipo de cambio puede hacerlo sentir estresado así sea un cambio bueno. No es solamente el cambio o el
suceso en sí, pero también la forma como usted reacciona ante éste, lo que importa. Lo que es estresante es diferente
para cada persona. Por ejemplo, una persona puede sentirse estresada al jubilarse del trabajo, mientras que otra
puede no sentir esto.
Otras cosas que pueden causarle estrés incluyen perder el trabajo, cuando su hijo o hija se marcha o regresa a la casa,
la muerte de un cónyuge, el divorcio o el matrimonio, una enfermedad, una lesión, una promoción en el trabajo,
problemas de dinero, mudarse o tener un bebé.
¿Puede el estrés causarme problemas de salud?
El estrés puede causar problemas de salud o empeorarlos si usted no aprende técnicas para manejarlo. Hable con su
doctor de la familia si usted piensa que algunos de sus síntomas son por causa del estrés. Es importante cerciorarse de
que sus síntomas no son causados por otros problemas de salud.
¿Qué puedo hacer para disminuir mi estrés?
El primer paso es aprender a reconocer cuando usted se está sintiendo estresado. Las primeras señales de estrés
incluyen tensión en los hombros y cuello, o cerrar sus manos en forma de puño.
El siguiente paso es escoger una forma para manejar el estrés. Una forma es evitar el evento o la cosa que le produce
el estrés; pero con frecuencia esto no es posible. Una segunda forma es cambiar la forma como usted reacciona al
estrés. Esto, por lo regular, es la mejor manera.
Señas posibles de estrés






Ansiedad
Dolor de espalda
Estreñimiento o diarrea
Depresión
Fatiga
Dolores de cabeza






Insomnio
Problemas en sus relaciones con los demás
Sensación de "falta de aire"
Tensión en el cuello
Malestar estomacal
Subir o bajar de peso
Interpretation of Main
Ideas (Parte A)
Interpretation of Supporting Details
(Partes B & C)
LISTENING
RUBRIC
Español 3—Capítulo 3
GCA—Escuchar
Forma A
50%
57.2%
64.3%
71.4%
78.6%
85.7%
92.9%
100%
2
3
4
5
6
7
8
9
Below Basic
Basic
Proficient
Advanced
Unable to
Demonstrated
Demonstrated
Demonstrated
demonstrate accurate accurate
accurate
accurate
interpretation of
interpretation of
interpretation of
interpretation of all
main ideas in
some main ideas in
most main ideas in
main ideas in
listening selections
listening selections
listening selections
listening selections
designed for native
designed for native
designed for native
designed for native
speakers of Spanish.
speakers of Spanish.
speakers of Spanish.
speakers of Spanish.
(3 or more errors) 1 (2 errors)
2 (1 error)
3
4
Unable to
Demonstrated
Demonstrated
Demonstrated
Demonstrated
accurately
accurate
accurate
accurate
accurate
identify details in interpretation of interpretation of interpretation of interpretation of
listening
some supporting most supporting nearly all
all supporting
selections
details in
details in
supporting
details in
designed for
listening
listening
details in
listening
Spanish learners. selections
selections
listening
selections
(7 or more
designed for
designed for
selections
designed for
errors)
Spanish learners. Spanish learners. designed for
Spanish learners.
(5 – 6 errors)
(3 – 4 errors)
Spanish learners. (0 errors)
1
2
3 (1– 2 errors) 4
5
A. Los anuncios de salud pública. Escucha los anuncios de salud pública y escoge el mejor
tema para cada uno.
A. Control and prevent asthma.
B. Cover your cough.
C. General information about the flu and flu vaccine
D. See your doctor regularly.
E. The dangers of cough & cold medicines for very young children
F. Vaccinate your children against the flu.
G. Warning & advice about an antibiotic-resistant bacterial infection
H. Wash your hands to prevent the Nor virus.
______ Ejemplo
______ 3.
______ 1.
______ 4.
______ 2.
______ 5.
GRAMMAR RUBRIC
Hora:________ Nombre:___________________________________________________________________________________ #:________
Español 3—Capítulo 3-2
Gramática—los mandatos formales y plurales
5
50
6
53.6
7
57.2
Below Basic
Choice of
Affirmative vs.
Negative Command
(Vocabulary)
Choice of Register
(Ud. or Uds.
Command)
Formation of
Commands
(Verb forms)
Use of pronouns
Accent marks
Significant errors in
comprehension of
vocabulary when choosing
to make commands
affirmative or negative. (5
or more errors)
1
Significant errors in
understanding of whom to
address with Ud. vs.Uds. (5
or more errors)
1
Significant errors in
command forms. (5 or
more errors)
1
Significant errors in correct
choice and placement of
reflexive pronouns with
affirmative and negative
commands. (3 or more
errors)
1
4 or more errors in
inclusion of and/or
placement of accent
marks.
1
8
60.7
9
64.3
10
67.9
11
71.4
12
75
13
78.6
Basic
14
82.2
15
85.7
16
89.3
17
92.9
Proficient
Some errors in comprehension of vocabulary
when choosing to make commands affirmative
or negative. (3-4 errors)
2
3
Usually demonstrates understanding of
whom to address with Ud. vs.Uds. (1-2
errors)
2
Some errors in command forms.
(3-4 errors)
2
Some errors in correct choice and placement of
reflexive and direct object pronouns with
commands. (2 errors)
3
Most commands forms are grammatically
correct. (1-2 errors)
3
Usually demonstrates correct choice and
placement of reflexive pronouns with
affirmative and negative commands. (1
error)
19
100
Advanced
Usually demonstrates comprehension of
vocabulary when choosing to make
commands affirmative or negative. (1-2
errors)
Some errors in understanding of whom to
address with Ud. vs.Uds. (3-4 errors)
18
96.4
Demonstrates advanced
comprehension of
vocabulary when choosing
to make commands
affirmative or negative. (0
errors)
4
Demonstrates advanced
understanding of whom
to address with Ud.
vs.Uds. (0 errors)
4
Commands are
grammatically correct. (0
errors)
4
Demonstrates correct
choice and placement of
reflexive pronouns with
affirmative and negative
commands. (0 errors)
2
3
4
Uses accent marks only when necessary and places them correctly on
commands. (0-1 errors)
2
3
2-3 errors in inclusion of and/or placement of
accent marks.
Hora______ Nombre________________________________________________________________
#______
VOCABULARY
COMPREHENSION QUIZ RUBRIC
Avancemos 2: Unidad 3, Lección 2 – Vamos al mercado
Prueba: Comprensión de Vocabulario
50%
55%
60%
65%
70%
75%
80%
85%
90%
95%
100%
2
3
4
5
6
7
8
9
10
11
12
BELOW BASIC
Identifying
vocabulary in
spoken context
Identifying
vocabulary in
written context
FORMA A
BASIC
4 or fewer words
identified correctly
PROFICIENT
5 words identified
correctly
1
8 or fewer
words
chosen
correctly
9 words
chosen
correctly
1
10 words
chosen
correctly
2
6-7 words identified 8 words identified
correctly
correctly
2
3
4
11 words
chosen
correctly
3
ADVANCED
12 words
chosen
correctly
4
13 words
chosen
correctly
5
14 words
chosen
correctly
6
15-16
words
chosen
correctly
7
A. ESCUCHAR. Listen to the sentences referring to the picture below. Number the pictures in the order you
hear them.
#_______
#_______
#_______
#_______
8
VOCABULARYHora______
PRODUCTION
QUIZ RUBRIC
Nombre______________________________________________ #_______
Español III, Unidad 1-1 Vamos a acampar – Prueba de aplicación
%
Contesta la pregunta usando por lo menos 5 palabras o frases del recuadro.
matches
Unit vocabulary: Production of targeted words, spelling (including
diacritical marks), included 5 or more words
Unit vocabulary: Appropriate use of targeted words: meaning, grammar
(conjugations, agreement, word order)
Overall Language Use: Grammar and Vocabulary
sleeping bag
Overall Communication: Content – Substantial, well-organized response
tent
Overall Communication: Comprehensibility
to light the campfire
Más Vocabulario: 0-4 / 5-6 / 7/ 8-9 / 10
canteen; water bottle
gas stove
Percentage
Raw Score 
2
4
6
8
10
2
4
6
8
10
1
2
3
4
1
2
3
4
1
2
3
4
4
6
8
10
2
50
52
53
55
56
58
59
61
62
64
65
67
68
70
71
73
74
76
77
79
80
82
83
85
86
88
89
91
92
94
96
97
99
100
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
Below Basic
Basic
Proficient
1. . ¿Qué equipo traes cuando vas a acampar? ¿Por qué / Para qué lo necesitas?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Advanced
Más vocabulario
without
to save (money or time)
to use; to utilize
to fill
_____________________________________________________________________________
tree
_____________________________________________________________________________
woods; forest
_____________________________________________________________________________
SUV; pick-up truck
_____________________________________________________________________________
(cooking) pot
_____________________________________________________________________________
fresh water
VOCABULARY PRODUCTION QUIZ – FULL RUBRIC
Full Scoring Guide for Vocabulary Production Quizzes
50
52
54
46
48
60 62 64 66 68 70 72 74 76
Percentage
7
8
9
10
11
12 13 14 15 16 17 18 19 20
Raw Score
Below Basic
Basic
Unit Vocabulary – 1 targeted word spelled
2 targeted words
3 targeted words
Spelling (including correctly
spelled correctly
spelled correctly
diacritical marks)
Unit Vocabulary
Application –
Meaning &
Grammar
(conjugations,
agreement, word
order)
Overall Language
Use – Grammar &
Vocabulary
Overall
Communication –
Content and
Organization
Overall
Communication –
Comprehensibility
78
80
82
84
86
88
90
92
94
96
98
100
21
22
23
24
25
26
27
28
29
30
31
32
Advanced
5 or more targeted words
spelled correctly, including
all or almost all diacritical
2
4
6
8 marks
10
1 targeted word applied
2 targeted words
3 targeted words
4 targeted words applied
5 or more targeted words
correctly in context with
applied correctly in
applied correctly in correctly in context with
applied correctly in context
correct grammatical structures context with correct
context with correct correct grammatical
with correct grammatical
grammatical
grammatical
structures
structures
structures
structures
2
4
6
8
10
Significant errors in basic
grammatical structures and/or
vocabulary, (including spelling)
inhibit communication.
Inadequate, inaccurate, and/or
irrelevant response. Poorly
organized.
Errors in basic grammatical
structures and/or vocabulary,
(including spelling) somewhat
1 inhibit communication.
2
Some information in responses
may be incorrect or irrelevant.
Limited response. Organization
lacking.
1
2
Large portions of responses are very Responses are understood with
difficult to understand and must be
some interpretation by the reader.
interpreted by the reader.
1
2
Proficient
4 targeted words spelled
correctly
Few errors in grammatical
structures and/or vocabulary
(including spelling) do not
inhibit communication.
3
Appropriate, organized
response to prompt that
provides correct and relevant
No or only minor errors in
grammatical structures
and/or vocabulary
(including spelling).
4
Substantial, well-organized
response to prompt that
provides correct and
relevant information with
3 elaboration.
4
Responses are understood with Responses are easily
minimal interpretation by the
understood. Reader does
reader.
not have to “interpret”
3 meaning.
4
Comments from our students…
WHAT DO STUDENTS THINK OF
STANDARD-BASED GRADING AND
REPORTING?
DO YOU THINK IT’S EASIER TO GET AN “A”
USING THE STANDARD-BASED SCORING
GUIDE? WHY? WHY NOT?
 Yes, I know exactly what must be done in order to be
successful.
 I don’t know if it’s easier to get an “A”, but it is definitely
easier to understand your mistakes. Instead of just having a
problem marked wrong, you understand what you did
wrong and are able to learn from your mistakes and
understand what you need to work on instead of making
the same mistakes over and over.
DO YOU THINK IT’S EASIER TO GET AN A
USING THE STANDARD-BASED SCORING
GUIDE? WHY? WHY NOT?
Yes, because you are given more points for
doing things right. There is more focus on
what we do well rather than what we do
wrong.
Yes, it’s tests more what you’ve learned
instead of the little things you haven’t.
WHAT EFFECT DO THE STANDARD-BASED
SCORING GUIDES HAVE ON YOUR
MOTIVATION TO SUCCEED?
I’d rather be advanced than just have an “A”.
I like it a lot more because it says exactly
what is expected, and is not so mysterious
about what you have to do. I like getting
advanced.
WHAT DO YOU THINK YOUR GRADE
REFLECTS IN SPANISH CLASS?
That you are getting better at Spanish when you
get “Proficient” or “Advanced”.
How well you understand the material you learn
for the language and then how well you are able to
apply what you’ve learned to put it all together.
WHAT DO YOU THINK YOUR GRADE
REFLECTS IN SPANISH CLASS?
With the delayed assessment or re-take option, I
don’t have to worry about a bad day ruining my
grade. Some days you just can’t perform as well on
a test for some reason, like if you aren’t feeling
good, but with these options, you don’t have to
worry about one of those days ruining your grade.
This results in my grade accurately depicting what I
really know.
WHAT IS YOUR TAKE-AWAY?
WITH WHOM CAN YOU DISCUSS THESE
IDEAS?
MAKING STANDARDS BASED
GRADING WORK IN YOUR WORLD
LANGUAGE CLASSROOM
Jenni Highfill highfilljenni@rockwood.k12.mo.us
Denise Pahl pahldenise@rockwood.k12.mo.us
Kim Lackey lackeykimberly@rockwood.k12.mo.us
Eureka High School, Rockwood School District