Zoom Project with AUBG
Name: ______________________
Keep it up! – 6/5
Keep going! – 4/3
Watch out! – 2/1
See you later! - 0
Linguistic
Demonstrates a high degree of
Demonstrates some linguistic
Demonstrates some linguistic
Demonstrates little linguistic
Accuracy
linguistic accuracy. Few errors that
accuracy. Few errors that do not
accuracy but errors somewhat
accuracy with many errors that
Vocabulary
do not hinder overall
hinder overall comprehensibility
hinder overall comprehensibility of
substantially hinder overall
Usage
comprehensibility of speech.
of speech.
speech.
comprehensibility of speech.

Grammar
Utilizes a wide variety of
Utilizes a variety of vocabulary
Utilizes vocabulary, some of which
Utilizes limited vocabulary or

Sentence
vocabulary relevant to the topic
relevant to the topic and
is inaccurate or not relevant to
vocabulary which is mostly
Structure
and situation.
situation.
the topic and situation.
inaccurate or not relevant to
Uses a wide variety of sentence
Uses a variety of sentence
Uses some sentence structure
the topic and situation.
structure patterns, appropriate
structure patterns, for the most
patterns, usually appropriate and
Does not vary sentence
tense levels and modalities.
part appropriate tense levels and
correct tense levels and
structure patterns, speech
modalities.
modalities.
sounds mechanical, tense usage
Points

confuses message.
Communicative
Body language and facial
Body language and facial
Body language and facial
Body language and facial
Effectiveness
expressions, tone of voice and
expressions, tone of voice and
expressions, tone of voice and
expressions, tone of voice and
affective gestures are congruent
affective gestures are for the
affective gestures are for the
affective gestures are usually
with and enhance the content of
most part congruent with but
most part congruent with, but
not congruent with and take
the speech production.
do not explicitly enhance the
sometimes lightly interfere with,
away from the understanding
content of the speech
the comprehension of the content
of the content of the speech
production.
of the speech production.
production.
Fluency and
Speech continues fluently with no
Speech has some fluency. May
Speech is choppy or slow with
Speech is halting with long
Circumlocution
pauses or stumbling.
contain some hesitation at
frequent pauses, but still manages
pauses or fails to convey
Is very flexible and with a certain
times, but manages to complete
to complete thoughts. Is
message. Is inflexible and uses
ease uses alternative speech forms
thoughts. Is quite flexible and
somewhat flexible and often uses
hardly any alternative speech
for an unknown word, idiom or
uses alternative speech forms for
alternative speech forms for an
forms for an unknown word,
expression without speech
an unknown word, idiom or
unknown word, idiom or
idiom or expression but rather
interruptions.
expression without clearly
expression with few speech
speech comes to a disruptive
noticeable speech interruptions.
interruptions.
halt.
Pronunciation is accurate. A native
Pronunciation is mostly accurate
Pronunciation is somewhat
Pronunciation has many
speaker used to speaking to a
and would be mostly understood
accurate. Errors might make
inaccuracies, which make
non-native speaker would have no
by a native speaker used to
comprehension by a native
comprehension difficult.
Pronunciation
Contact: Gabriele Dillmann, Denison University, Modern Languages/German; dillmann@denison.edu
Developed in collaboration with John Arthos, Communication, and Cheryl Johnson, IT Modern Languages at Denison.
Zoom Project with AUBG
Name: ______________________
difficulty in comprehending.
speaking to a non-native speaker.
speaker difficult.
Participation as a
Contributions lead to questions
Contributions sometimes lead to
Contributions rarely lead to
Contributions do not lead to
Learning
and discussions among peers.
questions and discussions among
questions and discussions among
questions and discussions among
Community
Contributions to the discussion are
peers.
peers.
peers.
Member
stimulating and sustain further
discussion by building on peers’
Engaged contributions to the
Engaged contributions to the
Contributions are minimal and
responses including building a
ongoing conversations are often
ongoing conversations are
do not add to the ongoing
focused argument around a specific
evidenced by affirming
sometimes evidenced by affirming
conversations or respond to
issue or asking a new related
statements or references to
statements or references to
peers’ contributions. There is
question or making an oppositional
relevant research, or asking
relevant research, or asking
no evidence of replies to
statement supported by personal
related questions, or making an
related questions, or making an
questions or comments or as
experience or related research.
oppositional statement supported
oppositional statement supported
new or related questions or
by any personal experience or
by any personal experience or
comments.
related research.
related research.
Dialogue
Interactions show respect and
Interactions show respect and
Some interactions show respect
Interactions show disrespect
Etiquette
sensitivity to peers’ gender,
interest in the viewpoint of
and interest in the viewpoint of
and indifference towards the
cultural and linguistic background,
others.
others.
viewpoint of others.
sexual orientation, political and
Empathic stance.
Inconsistent empathic stance.
Lack of sufficient empathic
religious beliefs.
stance.
Strong empathic stance.
Group and
Each student fulfills his/her
Each student fulfills his/her
Each student fulfills his/her
Each student fulfills his/her
Leadership
individual responsibilities with
individual responsibilities with
individual responsibilities with care
individual responsibilities with
Competencies
great care and much demonstrated
care and demonstrated
and some demonstrated
care and some demonstrated
devotedness. Highly productive
devotedness. Productive group
devotedness. Most of the time,
devotedness. Group members
group members always come
members almost always come
group members come prepared,
often do not come prepared,
prepared, contribute to group
prepared, contribute to group
contribute to group interaction,
contribute to group
interaction, support each other,
interaction, support each other,
support each other, are timely
interaction, support each
are timely following an agreed
are timely following an agreed
following an agreed upon schedule,
other, are timely following an
upon schedule, and divide the
upon schedule, and divide the
and divide the work equitably
agreed upon schedule, and
work equitably among members.
work equitably among members.
among members. Individuals may
divide the work equitably
A highly functional group member
Individuals may need to develop
need to develop these skills, show
among members. Individuals
will productively address behaviors
some of these skills but are
effort but ultimately need to
clearly need to develop these
that compromise group
open-minded to learn and adjust.
develop more skills over time.
skills and show much more
Contact: Gabriele Dillmann, Denison University, Modern Languages/German; dillmann@denison.edu
Developed in collaboration with John Arthos, Communication, and Cheryl Johnson, IT Modern Languages at Denison.
Zoom Project with AUBG
Name: ______________________
productivity and project outcome
A functional group member will
effort over time.
and will seek to find workable
A functional group member will
address behaviors that
solutions.
productively address behaviors
compromise group productivity
A functional group member will
that compromise group
and project outcome and will try
address behaviors that
Technical challenges may create
productivity and project outcome
to find workable solutions, but
compromise group productivity
the need for patience with group
and will try to find workable
even though s/he tried may still
and project outcome and does
members, for peer tutoring, for
solutions.
need some assistance from
not try to find workable
instructor with finding workable
solutions.
on-the-spot problem-solving.
Student in that role puts forth
Technical challenges may create
solutions.
much effort and care to
the need for patience with group
accomplish the group’s goal.
members, for peer tutoring, for
Technical challenges may create
the need for patience with
(Plus 2-3 bonus points)
on-the-spot problem-solving.
the need for patience with group
group members, for peer
Student in that role puts forth
members, for peer tutoring, for
tutoring, for on-the-spot
repeated effort and care to
on-the-spot problem-solving.
problem-solving. Student in
accomplish the group’s goal.
Student in that role puts forth
that role does not put forth
(Plus 1-2 bonus points)
effort and care to accomplish the
any effort or care to
group’s goal.
accomplish the group’s goal.
Technical challenges may create
(Plus 0-1 bonus point)
(No bonus points)
Technical Aspects
Light: Speaker is optimally lit
Light: Speaker is well lit, but
Light: Speaker is somewhat blurry
Light: Speaker is blurry or face
and Digital
from the top or the side.
not optimally.
or face is dark with light source
is dark with light source
Etiquette
Sound: Speaker is clearly heard, no
Sound: Speaker is clearly heard,
coming from behind.
coming from behind.
sound interference.
barely any sound interference.
Sound: Speaker can at times not
Sound: Speaker cannot be
Movement: Picture never pixilates
Movement: Picture occasionally
be heard clearly, some sound
heard clearly, much sound
due to too much movement.
pixilates due to too much
interference.
interference.
Web-Camera position: Head and
movement.
Movement: Picture often pixilates
Movement: Picture is very
upper body are comfortably
Web-Camera position: Head and
due to too much movement.
pixilated due to too much
visible. Rule of thirds is adhered
upper body are visible, but
Position: Head and upper body
movement.
to.
person is a bit too close or too
are too close/too far away. Rule
Position: Head and upper body
Background space: Thoughtful
far away. Rule of thirds is
of thirds is adhered to.
too close, too far away, or at
attention is paid to background
adhered to.
Background space: Thoughtful
an angle. Rule of thirds is not
environment.
Background space: Thoughtful
attention is paid to background
adhered to.
Interrupting others: Peers are not
attention is paid to background
environment.
Background space: No
interrupted before they have
environment.
Interrupting others: Peers are
thoughtful attention is paid to
Contact: Gabriele Dillmann, Denison University, Modern Languages/German; dillmann@denison.edu
Developed in collaboration with John Arthos, Communication, and Cheryl Johnson, IT Modern Languages at Denison.
Zoom Project with AUBG
finished their sentence.
Name: ______________________
Interrupting others: Peers are
sometimes interrupted before
background environment.
hardly ever interrupted before
they have finished their sentence
Interrupting others: Peers are
they have finished their
resulting in taking the floor out
interrupted before they have
sentence.
of turn.
finished their sentence
resulting in the other being
forced to give up the floor.
Completion of
Zoom video was uploaded to
Zoom video was uploaded to
Zoom video was uploaded to
Zoom video was not uploaded
Project Including
Dropbox and link was shared with
Dropbox and link was shared with
Dropbox and link was shared with
to Dropbox and link was not
Pre- and Follow-
instructor on time.
instructor late, but at the
instructor late, but no later than
shared with instructor before
up Assignments
All assigned related work is
latest the night before class.
2 hours before class.
class. Assigned related work is
completed with care and on time.
All assigned related work is
All assigned related work is
not completed with care and
completed with care and only 1
completed with care and more
more than a day late.
day late.
than a day late.
Individual Total
Pts: _______
Contact: Gabriele Dillmann, Denison University, Modern Languages/German; dillmann@denison.edu
Developed in collaboration with John Arthos, Communication, and Cheryl Johnson, IT Modern Languages at Denison.