Task Achievement
*All the information the student
contributes is relevant and sufficient.
5
(Excellent)
*The student is able to develop all the
ideas throughout the performance by
accomplishing the task(s).
4,5
*All the information the student
contributes is relevant.
4
(Good)
*Most of the ideas are fully developed.
3,5
*The student contributes relevant and
adequate information with some
development of ideas.
3
(Average)
2,5
*The information the student
contributes is sometimes not relevant.
2
(Fair)
*There is little effort to develop the
ideas.
1,5
1
(Poor)
*The student hardly gives any relevant
answers or develops the ideas.
*The performance is mostly
superficial, inappropriate and/or
repetitive.
PRESENTATION TASK CRITERIA
TOTAL 20 POINTS
Grammatical Competence
Lexical Competence
*The student uses a wide range of grammatical
structures, naturally depending on the context
with no or only a few grammar mistakes during
the presentation.
*No grammatical and punctuation mistakes in the
written work.
*The student demonstrates a wide range of vocabulary to
make meaning clear with no or only a few mistakes.
*The pronunciation is always clear and intelligible /
comprehensible.
*No spelling/capitalization mistakes in the written work.
THE PERFORMANCE SHARES FEATURES FROM BOTH BAND 5 AND 4
*The student uses a good range of grammar
*The student demonstrates a good range of vocabulary to
structures with some attempts with complex ones make meaning clear with accuracy most of the time.
(relative clause, conditionals, conjunctions, etc.).
*The pronunciation is mostly clear and intelligible /
*Mistakes on grammatical structures are not
comprehensible.
frequent and do not affect the meaning during
*Only a few spelling/capitalization mistakes in the written
the presentation.
work.
*Only a few grammatical and punctuation
mistakes in the written work.
THE PERFORMANCE SHARES FEATURES FROM BOTH BAND 4 AND 3
*The student uses mostly simple grammar
*The student demonstrates a moderate range of
structures.
vocabulary with some accuracy.
*There are some mistakes and/or they may affect
*The pronunciation mistakes may sometimes make it
the meaning during the presentation.
difficult to understand the student.
*Some grammatical and punctuation mistakes in
*Some spelling/capitalization mistakes in the written
the written work.
work.
THE PERFORMANCE SHARES FEATURES FROM BOTH BAND 3 AND 2
*The student only speaks in single sentences,
*The student demonstrates a limited range of vocabulary
phrases or words. S/he makes lots of mistakes
with little accuracy.
that affect the meaning during the presentation.
*The problems with pronunciation often make it hard to
understand the student.
*Frequent grammatical and punctuation mistakes *He/she sometimes invents words and/or interference of
in the written work.
Turkish / mother tongue is observed.
*Frequent spelling/capitalization mistakes in the written
work.
THE PERFORMANCE SHARES FEATURES FROM BOTH BAND 2 AND 1
*The student fails in almost all/allL the
*The student mostly communicates in Turkish and fails to
grammatical structures and/or shows very little
show any knowledge of vocabulary in oral presentation
grammatical knowledge during the presentation.
and written work.
*He/she fails to show any knowledge of
*He/she fails to show any knowledge of
grammatical structures or punctuation rules in the spelling/capitalization conventions in the written work.
written work.
Multiply by 5 for the final grade
NOTES:
***All qualifiers in the criteria above should be considered with respect to the relevant level and the task.
1. If the student doesn't submit his/her work on time (for online tasks) or does not do his/her work on time in the class (for face-to face ones), he/she gets 0 out of 20/ 100.
2. If the student is off-topic, he/she gets 1 out of 20/100.
3. If the work is plagiarized partially or totally, he/she gets 1 out of 20/ 100.
Fluency and Delivery
*The student speaks smoothly in a natural way with confidence.
*There are few or no hesitations / pauses. There are no or very
few attempts to search for words.
*Very effective use of presentation techniques (maintains
eye-contact, uses body language, doesn't read from note-cards,
time management, volume, etc.).
* Very effective use of audio-visual aids.
*The student speaks smoothly in a relatively natural way with a
few hesitations / pauses. There is a slight search for words.
*He/she uses presentation techniques (eye-contact, body
language, reading from note-cards, time management, volume,
etc.) effectively.
*He/she uses audio-visual aids effectively.
*The student speaks relatively smoothly with some hesitations /
pauses which sometimes interfere with the presentation.
*There is some search for new words.
*Moderate use of presentation techniques (eye-contact, body
language, reading from note-cards, time management, volume,
etc.).
*Moderate use of audio-visual aids.
*The student speaks with much hesitation which often
interferes with the presentation.
*He/she uses the presentation techniques unsatisfactorily
(eye-contact, body language, reading from note-cards, time
management, volume, etc).
*Limited use of audio-visual aids.
*The repeated pauses and hesitations make the presentation
hard for the listener to follow.
*No/Very poor use of presentation techniques (eye-contact,
body language, reading from note-cards, time management,
volume, etc).
*No/Very poor use of audio-visual aids.