Grading Rubrics Years II-III
MYP Language A, Criterion A: Content
Achievement
Level
Year II & III Modified Rubric
How well can the student: understand and analyze language, content, structure, meaning and significance of
familiar and unseen oral, written and visual texts; compare and contrast works; connect themes; analyze
author choices; express informed and independence responses; compose creative pieces; use terminology in
context.
0
The student does not reach a standard described by any of the descriptors below.
1-2
· Demonstrates very limited understanding of the text and topic.
· Little or no awareness of the author’s choices.
· Little or no detail, development or support.
· In creative work, pieces show very limited imagination or sensitivity
· Rarely employs literary features or employs literary and/or nonliterary features that do not serve the context
or intention.
· The use of terminology is missing, inconsistent and/or incorrect.
3-4
· Demonstrates very limited understanding of the text and topic.
· Sometimes shows an awareness of the author’s choices.
· Detail, development, and/or support are insufficient.
· In creative work, pieces show limited imagination or sensitivity.
· Attempts to employ literary and/or nonliterary features that sometimes serve the context and intention.
· The use of terminology is sometimes accurate and appropriate.
5-6
· Demonstrates satisfactory understanding of the text and topic.
· Shows some awareness of the author’s choices.
· Uses adequate detail, development and support.
· In creative work, pieces show some imagination or sensitivity.
· Attempts to employ literary and/or non-literary features that sometimes serve the context and intention.
· Terminology is usually accurate and appropriate.
7-8
· Demonstrates good understanding of the text, topic.
· Good understanding of the author’s choices.
· Uses helpful and important detail, development, and support.
· In creative work, pieces reflect some imagination and sensitivity.
· Usually employs literary and/or non-literary features that serve the context and intention.
· Relevant terminology is usually used accurately and appropriately.
9-10
· Demonstrates a very good understanding of the text and topic.
· Very good understanding of author’s choices.
· Consistently uses helpful and important detail, development and support.
· In creative work, pieces reflect good imagination and sensitivity.
· Employs literary and/or non-literary features that serve the context and intention.
· Shows a very good command of relevant terminology, and uses it appropriately.
Adapted from Suzhou Singapore International School and the IBO MYP Language A Guide
MYP Language A, Criterion B: Organization
Achievement
Level
Year II & III Modified Rubric
How well can the student: create work that uses organizational structures and language-specific
conventions; organize ideas and arguments in a sustained, coherent, and logical manner; employ
critical apparatus (citations, underlining, headings, etc).
0
The student does not reach a standard described by any of the descriptors below.
1-2
· Rarely employs organizational structures and/or language-specific conventions or uses those that do
not serve the context and intention.
· The work is generally disorganized, unclear and/or incoherent.
· Employs critical apparatus (citations, underlining, headings, etc) inappropriately or not at all.
3-4
· Attempts to employ organizational structures and/or language-specific conventions that serve the
context and intention.
· Shows some attempt at organization, but is generally disorganized, unclear and/or incoherent.
· Attempts to employ critical apparatus (citations, underlining, headings, etc)
5-6
· Generally employs organizational structure and/or language-specific conventions that serve
the context and intention.
· The work shows basic organization but lacks some coherence.
· Employs critical apparatus (citations, underlining, headings, etc) with some success.
7-8
· Frequently employs organizational structure and language-specific conventions that serve the context
and intention.
· The work is generally organized, clear and coherent and the ideas being expressed sometimes
build on each other.
· Generally employs critical apparatus (citations, underlining, headings, etc) correctly.
9-10
· Consistently employs organizational structure and language-specific conventions that serve the
context and intention.
· The work is usually well-organized, clear and coherent and the ideas being expressed build on
each other.
· Employs critical apparatus (citations, underlining, headings, etc) correctly and effectively.
MYP Language A, Criterion C: Style & Language Mechanics
Achievement
Level
Year II & III Modified Rubric
How well can the student: use appropriate and varied register, vocabulary and idiom; use correct
grammar and syntax; use appropriate and varied sentence structure; use correct spelling/writing./ use
language to narrate, describe, analyze, explain, argue, persuade, inform, entertain, and express
feelings; use language accurately.
0
The student does not reach a standard described by any of the descriptors below.
1-2
· Employs a very limited range of appropriate vocabulary, idiom and sentence structure.
· Very frequent errors in grammar and syntax, which persistently hinder communication.
· Very frequent errors in punctuation and spelling/writing, which persistently hinder
communication.
· In oral/presentation work there is little or no competence in oratory technique.
3-4
· Employs a limited range of occasionally appropriate vocabulary, idiom and sentence structure.
· Frequent errors in grammar and/or a variety of errors in grammar and syntax, which hinder
communication.
· Limited evidence of register and style that serve the context and intention.
· Regular errors in punctuation and spelling/writing, which hinder communication.
· In oral/presentation work there is limited competence in oratory technique.
5-6
· Usually employs an appropriate and somewhat varied range of vocabulary, idiom, and sentence
structure.
· Grammar and syntax are usually varied and correct, some errors may sometimes hinder
communication.
· Usually uses a register and style that serve the context and intention.
· Punctuation and spelling/writing are largely correct, but may contain some errors, which
sometimes hinder communication.
· Oral/presentation work is adequate competence in oratory technique.
7-8
· Employs a range of generally appropriate vocabulary, idiom and sentence structure.
· Grammar and syntax are mostly accurate; occasional errors rarely hinder communication.
· Uses an appropriate register and style that serve the context and intention.
· Punctuation and spelling/writing are largely correct; occasional errors rarely hinder
communication.
· In oral/presentation work there is a good level of competence in oratory technique.
9-10
· Employs an appropriate and effective range of vocabulary, idiom and sentence structure.
· Grammar and syntax are accurate; very infrequent errors do not hinder communication.
· Demonstrates excellent use of a register and style that serve the context and intention.
· Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication.
· In oral/presentation work there is a high level of competence in oratory technique.