Evaluation Booklet
Please note we have provided opportunities to evaluate all three ESL
competencies at various points in this document.
Competencies
1- Interacts orally in English
2- Reinvests understanding of texts
3- Writes and produces texts
 During these activities, students should have access to all the
resources that have been available to them during the year (e.g.
functional language and strategy posters, dictionaries, word banks,
editing checklists).
 For the reinvestment and writing tasks, students should also have
access to their peers to discuss and develop the response process.
The dual role of evaluation in
the new programs
To support (or
regulate) learning
To evaluate
development
of competencies
10
Program Alert!
“Evaluation serves two distinct purposes: regulation of the development
of the competencies, and recognition of competencies at the end of
each year of the cycle and for the certification of studies.”
Québec Education Program, Cycle 2 ESL Core Program, p. 9.
Procedure for C1
We have provided you with two different C1 grids.
 Place students in two, three or four.
 Go over the instructions of the SB.

1
Explain to students how they will be evaluated using if you wish an
acetate copy of the C1 rubric.
 Evaluate students’ oral interaction as they carry out the task.
 For each section (criterion) of the rubric, check off the descriptor that
best corresponds to each student’s performance.
 The acetate copy of the rubric can remain on the OHP throughout the
task for students to refer to.

Procedure for C2
 We have provided you with three different grids.
 Make sure you give students a reading, viewing or listening intention
before they begin the task.
 Explain to students how they will be evaluated using if you wish an
acetate copy of the C2 rubric.
 For each section (criterion) of the rubric, check off the descriptor
that best corresponds to each student’s performance.
Procedure for C3





We have provided you with three different grids.
Explain to students how they will be evaluated using if you wish an
acetate copy of the C3 rubric.
For each section (criterion) of the rubric, check off the descriptor
that best corresponds to each student’s performance.
No word count has been suggested and is at the teacher’s
discretion.
We have not provided any checklist for the writing process but we
do encourage you to provide students with such as resource.
Please note that :
 One grid combines C2 and C3 and is intended to evaluate the
same product.
 Another grid combines C2 and C3 and is intended to evaluate
the same product but you need to specify your text
requirements for the students final product.
 The final grids are generic rubrics that includes all 4 criteria for
each competency; it is up to the teacher to decide which
criteria he or she wants to evaluate.
 Use the grid best fitted to your needs.
2
GRIDS
Please note that the grids come in different formats. It is not a lay-out
problem.
3

C2 Analytical Rubric: Reinvests understanding
of texts






A AND
Contains subtle elements from the text (s) that help
build/enrich the text
The text contains information relevant to both requirements
B
C
D
E
C3 Analytical Rubric: Writes and produces texts
Use of knowledge in a reinvestment task
Student’s text contains relevant ideas pertaining to the
required elements:
o At least three ideas from the text(s)
o Links between personal experience(s) and the chosen
ideas
The text contains information relevant to both requirements


The text contains ideas from the text (s) (two relevant ideas)
 AND
Link(s) between personal experience(s) and the chosen
text(s)
 OR
The text contains ideas from the text (s) (three relevant
ideas)
 BUT
No relevant link between personal experience(s) and the
chosen text(s)
The text contains ideas from the text (two relevant
information/ideas)
 BUT
No relevant link between personal experience(s) and the
chosen text(s)
The text contains only one or no information from the text
 AND
May or may not include link(s) between personal
experience(s) and the chosen text(s)

Formulation of the message
The text is understood upon first reading.
Writing displays exceptional use of language repertoire and careful
editing: a few errors may be present but do not distract the reader.
The text is understood upon first reading.
Writing displays solid use of language repertoire and effective editing:
errors are present but do not interfere with understanding.
The text is understood upon first reading with little interpretation.
Writing displays basic use of language repertoire and further editing is
needed: errors are multiple and/or recurrent and sometimes interfere
with but do not impede understanding.
Some of the text may remain obscure despite rereading.
Writing displays insufficient use of language repertoire and/or little
evidence of effective editing: errors are multiple, recurrent and impede
understanding.
Very little of the text is understood, even after rereading.
 OR
Too much information is missing.
 OR
Text is too brief to be evaluated fairly.
 OR
The text is mostly made up of parts copied from the text(s)
Adaptation of : A Picture Is Worth a Thousand Words, LES, Secondary IV, English as a Second Language, Core Program, MELS
4
Evaluation
Criteria
C1
Participation
in oral
interaction
A
B
Interacts
throughout the
discussion,
contributing
significantly to
achieving
goals (e.g.
builds on
others’ ideas
constructively,
asks for
teammates’
opinions).
Interacts
throughout the
discussion,
helping
exchanges.
C
Interacts
throughout
most of the
discussion,
helping
exchanges.
Content of
the message
Discusses
topics in depth,
sometimes
presenting
insightful
observations/c
omments, and
brings up new
ideas/aspects
to fuel the
discussion.
Discusses
topics in depth,
going beyond
the obvious.
Discusses topics
unevenly:
sometimes on a
superficial level
and sometimes in
depth.
Articulation
of the
message
When
interacting,
speaks with
natural ease
and accuracy,
spontaneously
using
advanced
language
(such as
complex verb
tenses and
sentence
structures, vivid
vocabulary,
typical English
forms).
When
interacting,
speaks with
ease and
accuracy,
using typical
English forms
(such as
idiomatic
expressions,
typical English
sentence
structures).
When interacting,
speaks with a
certain degree of
confidence and
accuracy:
hesitations and/or
errors do not
interfere with
meaning and
hardly affect the
flow of the
discussion.
D
E
Interacts
sporadically.
OR
Interacts
throughout most
of the discussion,
but hardly helps
exchanges.
Expresses ideas or
responds to others
occasionally
when prompted.
Discusses topics
mostly on a
superficial level;
needs prompting
to elaborate.
OR
Brings up ideas
that sometimes
lack relevance,
clarity or
appropriateness.
When interacting,
expresses
comprehensible
messages despite
hesitations and
limited language
repertoire.
OR
May speak with
fluency and
accuracy, but
interaction is
insufficient to fairly
evaluate
articulation of the
message.
Expresses mostly
repetitive or
generic ideas(e.g. I
think it’s good; I
agree with you).
OR
Rarely expresses
relevant or
appropriate ideas.
Expresses
messages that are
incomplete or only
partially
understood.
5
Secondary Cycle Two Enriched Program
Competency 2, Reinvests understanding of texts
and
Competency 3, Writes and produces texts
Evaluation Criteria
C2
C
3
C
3
A
C
B
D
E
 shows few clear links* to
the texts and most of the
information used is
irrelevant and/or
inaccurate.
OR
 most of the information
is copied.
 shows no clear links* to
the texts and
information is neither
relevant nor accurate.
OR
 All of the information is
copied from the texts.
Use of knowledge
from texts in a
reinvestment task
 strongly shows clear links*
to the texts and
information used is entirely
relevant and highly
adapted**.
 shows clear links* to the
texts and information used
is mostly relevant and
adapted**.
 shows clear links* to
some of the texts and
information used is
partially relevant and
adapted**.
Formulation of the
message (A) ***
Text requirements
 ____________
 _____________
 _____________



 has more than the
required elements.
 has all the required
elements
 has most of the required
elements
 has some of the required
elements.
 has little or none of the
required elements.
 Correct use of language
conventions throughout
 Language conventions
are mostly correctly
used throughout.
 Language conventions
are satisfactorily used
throughout.
 Language conventions
are mostly incorrectly
used throughout.
 Language conventions
are incorrectly used
throughout making text
impossible to
understand.
Formulation of the
message (B) ***
Language repertoire
Comments:
Global evaluation:
* Links: information from texts, expressions or words related to teens and money, strategies and tips from the discussion with peers, etc.
** Adapted: the selected information is organized and combined in a personal way and may contain copied sentences.
*** Formulation A: text requirements, complete sentences, number of words asked by the teacher
*** Formulation B: - appropriate language conventions: accurate verb tense, word form, vocabulary, word order, complete sentences, capitalization, spelling, punctuation,
agreement, etc.
Adapted from Mandate 5, Montérégie – 2007-2009
Evaluation situation for EESL (Enriched ESL) Am I money Smart?
6
+ = Student excels at this given level.
CRITERIA
A Exceeds requirements of task(s)
Participation in oral
interaction
Always uses English confidently to explore and
discuss all issues dealt with in class.
Often uses English confidently to explore and
discuss most issues dealt with in class.
Consistently takes risks with the English
language and when expressing ideas.
Often takes risks with the English language and
when expressing ideas.
Makes a concerted effort to keep discussion
going in all situations.
Helps keep discussion going in most situations.
D Falls short of minimal requirements of
E Clearly falls short of minimal
task(s)
Rarely uses English to explore and discuss some
issues dealt with in class.
requirements of task(s)
Never uses English to explore and discuss any
issues dealt with in class.
Rarely takes risks with the English language and
when expressing ideas.
Never takes risks with the English language and
when expressing ideas.
Does not help keep discussion going in most
situations.
Does not help keep discussion going in any
situations.
With limited repetition, understood by a native
English speaker who does not speak the
student’s first language.
Rarely shares ideas and opinions and provides
feedback
Rarely understood by a native English speaker
who does not speak the student’s first language
even with repetition.
Never shares ideas and opinions and provides
feedback
Never understood by a native English speaker
who does not speak the student’s first language
even with repetition.
Some of the content of the message is pertinent
to the topic and some of the ideas are coherent
and reflect their cognitive maturity.
Little of the content of the message is pertinent
to the topic and few of the ideas are coherent and
reflect their cognitive maturity.
None of the content of the message is pertinent
to the topic and none of the ideas are coherent
and reflect their cognitive maturity.
Viewpoints are sometimes supported with facts,
examples and explanations.
Viewpoints are rarely supported with facts,
examples and explanations.
Viewpoints are never supported with facts,
examples and explanations.
Often adjusts message for a specific context and
audience.
Rarely adjusts message for a specific context
and audience.
Never adjusts message for a specific context and
audience.
Sometimes uses English confidently to explore
and discuss some issues dealt with in class.
Sometimes takes risks with the English language
and when expressing ideas.
Helps keep discussion going in some situations.
Always shares ideas and opinions and provides
feedback
Very easily understood by a native English
speaker who does not speak the student’s first
language.
Content of the message
C1 INTERACTS ORALLY IN ENGLISH
B Clearly meets requirements of task(s)
C Meets minimal requirements of task(s)
All of the content of the message is pertinent to
the topic and all of the ideas are coherent and
reflect their cognitive maturity.
Often shares ideas and opinions and provides
feedback
Easily understood by a native English speaker
who does not speak the student’s first language.
Most of the content of the message is pertinent
to the topic and most of the ideas are coherent
and reflect their cognitive maturity.
Viewpoints are often supported with facts,
examples and explanations.
Viewpoints are consistently supported with
facts, examples and explanations.
Often adjusts message for a specific context and
audience.
Sometimes shares ideas and opinions and
provides feedback
Always adjusts message for a specific context
and audience.
Consistently produces stretches of wellstructured speech.
Often produces stretches of well-structured
speech.
Sometimes produces stretches of well-structured
speech.
Rarely produces stretches of well-structured
speech.
Never produces stretches of well-structured
speech.
Speech always flows easily and smoothly with
little hesitation when searching for words.
Speech often flows easily and smoothly with
some hesitation when searching for words.
Speech sometimes flows easily and smoothly
with some hesitation when searching for words.
Speech rarely flows easily and smoothly with
much hesitation when searching for words.
Speech never flows easily and smoothly with
much hesitation when searching for words.
Always uses vocabulary, grammar,
pronunciation, intonation and register
effectively.
Often uses vocabulary, grammar, pronunciation,
intonation and register effectively.
Sometimes uses vocabulary, grammar,
pronunciation, intonation and register
effectively.
Rarely uses vocabulary, grammar,
pronunciation, intonation and register
effectively.
Very rarely uses vocabulary, grammar,
pronunciation, intonation and register
effectively.
Often makes a conscious effort to improve this
competency.
Uses few idiomatic expressions and few
complex sentence structures.
Sometimes makes a conscious effort to improve
this competency.
Rarely uses idiomatic expressions and complex
sentence structures.
Rarely makes a conscious effort to improve this
competency.
Never uses idiomatic expressions and complex
sentence structures.
Never makes a conscious effort to improve this
competency.
Manages strategies and resources
autonomously.
Uses targeted strategies and resources
autonomously.
Uses targeted strategies and resources with
support from peers and teacher.
Rarely uses targeted strategies and resources.
Never uses targeted strategies and resources.
Always analyzes use of strategies and resources
and consistently makes necessary adjustments.
Often analyzes use of strategies and resources
and often makes necessary adjustments.
Sometimes analyzes use of strategies and
resources and sometimes makes necessary
adjustments.
Rarely analyzes use of strategies and resources
and rarely makes necessary adjustments.
Never analyzes use of strategies and resources
and never makes necessary adjustments.
Articulation of the message
Management of strategies
and resources
Uses many idiomatic expressions and many
complex sentence structures.
Always makes a conscious effort to improve this
competency.
Uses some idiomatic expressions and some
complex sentence structures.
IMPORTANT - Please note that since these rubrics are generic in nature for the entire Secondary Cycle Two, it is up to the teacher to adjust the level of complexity of the different tasks in the Learning and Evaluation Situations and Evaluation
Situations to correspond to the student’s expected level of competency development. (See Development of Competency section of program.)
7
+ = Student excels at this given level.
CRITERIA
A Exceeds requirements of task(s)
Participation in the response
process
C2 REINVESTS UNDERSTANDING OF TEXTS
B Clearly meets requirements of task(s)
C Meets minimal requirements of task(s)
D Falls short of minimal requirements of
E Clearly falls short of minimal
Consistently uses the response process to
construct meaning.
Often uses the response process to construct
meaning.
Sometimes uses the response process to
construct meaning.
task(s)
Rarely uses the response process to construct
meaning.
requirements of task(s)
Never uses the response process to construct
meaning.
Consistently perseveres in trying to understand
texts.
Often perseveres in trying to understand texts.
Sometimes perseveres in trying to understand
texts.
Rarely perseveres in trying to understand texts.
Never perseveres in trying to understand texts.
Rarely takes risks when sharing responses.
Never takes risks when sharing responses.
Rarely keeps an open mind to others’ responses.
Never keeps an open mind to others’ responses.
Often takes risks when sharing responses.
Always takes risks when sharing responses.
Evidence of understanding of
texts
Always keeps an open mind to others’
responses.
Often keeps an open mind to others’ responses.
Consistently formulates responses that are
clearly linked to texts.
Often formulates responses that are clearly
linked to texts.
Sometimes formulates responses that are clearly
linked to texts.
Rarely formulates responses that are clearly
linked to texts.
Rarely formulates responses that are clearly
linked to texts.
Establishes personal links to many aspects of the
text.
Establishes personal links to some aspects of the
text.
Establishes personal links to a few aspects of the
text.
Establishes personal links to none of the aspects
of the text.
Establishes personal links to none of the aspects
of the text.
Consistently makes insightful generalizations to
consider issues in a broader light.
Often makes insightful generalizations to
consider issues in a broader light.
Sometimes makes insightful generalizations to
consider issues in a broader light.
Rarely makes insightful generalizations to
consider issues in a broader light.
Rarely makes insightful generalizations to
consider issues in a broader light.
Sometimes selects the appropriate knowledge
from texts
Rarely takes into account the internal features
(topic/information, language and text
components) and the external features (purpose,
audience and culture) of texts.
Rarely selects the appropriate knowledge from
texts
Rarely takes into account the internal features
(topic/information, language and text
components) and the external features (purpose,
audience and culture) of texts.
Never selects the appropriate knowledge from
texts
Always takes into account the internal features
(topic/information, language and text
components) and the external features (purpose,
audience and culture) of texts.
Use of knowledge from texts
in a reinvestment task
Management of strategies
and resources
Sometimes takes risks when sharing responses.
Sometimes keeps an open mind to others’
responses.
Sometimes takes into account the internal
features (topic/information, language and text
components) and the external features (purpose,
audience and culture) of texts.
Always selects the appropriate knowledge from
texts
Often takes into account the internal features
(topic/information, language and text
components) and the external features (purpose,
audience and culture) of texts.
Often selects the appropriate knowledge from
texts
Always organizes the appropriate knowledge
from texts.
Often organizes the appropriate knowledge from
texts.
Sometimes organizes the appropriate knowledge
from texts.
Rarely organizes the appropriate knowledge
from texts.
Never organizes the appropriate knowledge
from texts.
Always adapts the appropriate knowledge from
texts.
Often adapts the appropriate knowledge from
texts.
Sometimes adapts the appropriate knowledge
from texts.
Rarely adapts the appropriate knowledge from
texts.
Never adapts the appropriate knowledge from
texts.
Respects all of the requirements of the task.
Always makes a conscious effort to improve this
competency.
Respects most of the requirements of the task.
Often makes a conscious effort to improve this
competency.
Respects some of the requirements of the task.
Sometimes makes a conscious effort to improve
this competency.
Respects few of the requirements of the task.
Rarely makes a conscious effort to improve this
competency.
Respects none of the requirements of the task.
Never makes a conscious effort to improve this
competency.
Manages strategies and resources
autonomously.
Uses targeted strategies and resources
autonomously.
Uses targeted strategies and resources with
support from peers and teacher.
Rarely uses targeted strategies and resources.
Never uses targeted strategies and resources.
Always analyzes use of strategies and resources
and consistently makes necessary adjustments.
Often analyzes use of strategies and resources
and often makes necessary adjustments.
Sometimes analyzes use of strategies and
resources and sometimes makes necessary
adjustments.
Rarely analyzes use of strategies and resources
and rarely makes necessary adjustments.
Never analyzes use of strategies and resources
and never makes necessary adjustments.
IMPORTANT - Please note that since these rubrics are generic in nature for the entire Secondary Cycle Two, it is up to the teacher to adjust the level of complexity of the different tasks
in the Learning and Evaluation Situations and Evaluation Situations to correspond to the student’s expected level of competency development. (See Development of Competency section
of program.)
8
+ = Student excels at this given level.
CRITERIA
A Exceeds requirements of task(s)
Participation in the writing
and production processes
C3 WRITES AND PRODUCES TEXTS
B Clearly meets requirements of task(s)
C Meets minimal requirements of task(s)
D Falls short of minimal requirements of
E Clearly falls short of minimal
Consistently uses and adapts the writing and
production processes to suit the task.
Often uses and adapts the writing and
production processes to suit the task.
Sometimes uses and adapts the writing and
production processes to suit the task.
task(s)
Rarely uses and adapts the writing and
production processes to suit the task.
requirements of task(s)
Never uses and adapts the writing and
production processes to suit the task.
Often experiments with personal style.
Sometimes experiments with personal style.
Experiments with personal style when
prompted.
Rarely experiments with personal style even
when prompted.
Never experiments with personal style even
when prompted.
Rarely perseveres.
Hardly understood by a native English speaker
who does not understand the student’s first
language even with rereading.
Never perseveres.
Not understood by a native English speaker who
does not understand the student’s first language
even with rereading.
Often perseveres.
Content of the message
Always perseveres.
Very easily understood by a native English
speaker who does not understand the student’s
first language.
Easily understood by a native English speaker
who does not understand the student’s first
language.
Sometimes perseveres.
With limited rereading understood by a native
English speaker who does not understand the
student’s first language.
All of the content of the message is pertinent to
the topic and all of the ideas are coherent and
reflect their cognitive maturity.
Most of the content of the message is pertinent
to the topic and most of the ideas are coherent
and reflect their cognitive maturity.
Some of the content of the message is pertinent
to the topic and some of the ideas are coherent
and reflect their cognitive maturity.
Viewpoints are often supported with facts,
examples and explanations.
Viewpoints are sometimes supported with facts,
examples and explanations.
Sometimes elaborates on complex issues and
abstract ideas.
Elaborates on complex issues and abstract ideas
when prompted.
Writes and produces texts that correspond to
most of the requirements of the task.
Writes and produces texts that correspond to
some of the requirements of the task.
Often uses language conventions (e.g. word
order, agreement, spelling) correctly.
Sometimes uses language conventions (e.g.
word order, agreement, spelling) correctly.
Rarely uses language conventions (e.g. word
order, agreement, spelling) correctly.
Never uses language conventions (e.g. word
order, agreement, spelling) correctly.
Sometimes selects language to achieve the
desired effect on audience
Rarely selects language to achieve the desired
effect on audience
Never selects language to achieve the desired
effect on audience
Doesn’t use idiomatic expressions and complex
sentence structures.
Doesn’t use idiomatic expressions and complex
sentence structures.
Often makes errors of form.
Rarely makes a conscious effort to improve this
competency.
Always makes errors of form.
Never makes a conscious effort to improve this
competency.
Rarely uses targeted strategies and resources.
Never uses targeted strategies and resources.
Rarely analyzes use of strategies and resources
and rarely makes necessary adjustments.
Never analyzes use of strategies and resources
and never makes necessary adjustments.
Viewpoints are consistently supported with
facts, examples and explanations.
Often elaborates on complex issues and abstract
ideas.
Writes and produces texts that correspond to all
of the requirements of the task.
Consistently uses language conventions (e.g.
word order, agreement, spelling) correctly.
Formulation of the message
Always selects language to achieve the desired
effect on audience
Uses many idiomatic expressions and many
complex sentence structures.
Often selects language to achieve the desired
effect on audience
Uses some idiomatic expressions and some
complex sentence structures.
Very rarely makes errors of form.
Management of strategies
and resources
Uses a few idiomatic expressions and a few
complex sentence structures.
Little of the content of the message is pertinent
to the topic and few of the ideas are coherent and
reflect their cognitive maturity.
Viewpoints are rarely supported with facts,
examples and explanations.
Rarely elaborates on complex issues and
abstract ideas even when prompted.
Writes and produces texts that correspond to few
of the requirements of the task.
None of the content of the message is pertinent
to the topic and none of the ideas are coherent
and reflect their cognitive maturity.
Viewpoints are never supported with facts,
examples and explanations.
Never elaborates on complex issues and abstract
ideas even when prompted.
Writes and produces texts that correspond to
none of the requirements of the task.
Sometimes makes errors of form.
Always makes a conscious effort to improve this
competency.
Rarely makes errors of form.
Often makes a conscious effort to improve this
competency.
Sometimes makes a conscious effort to improve
this competency.
Manages strategies and resources
autonomously.
Uses targeted strategies and resources
autonomously.
Uses targeted strategies and resources with
support from peers and teacher.
Always analyzes use of strategies and resources
and consistently makes necessary adjustments.
Often analyzes use of strategies and resources
and often makes necessary adjustments.
Sometimes analyzes use of strategies and
resources and sometimes makes necessary
adjustments.
IMPORTANT - Please note that since these rubrics are generic in nature for the entire Secondary Cycle Two, it is up to the teacher to adjust the level of complexity of the different tasks
in the Learning and Evaluation Situations and Evaluation Situations to correspond to the student’s expected level of competency development. (See Development of Competency section
of program.)
9