EVALUATION

INTRODUCTION

To assess our students, we will use a rubric as part of a formative evaluation. Continuous assessment
throughout the course is essential, as it allows us to provide constructive feedback, helping students
improve progressively rather than relying solely on a final grade.

Learning is a process, not just a number or a score, and our role as educators is to guide and support
students on their journey. Rubrics are evaluation tools structured around specific criteria and different
levels of progress.

Nelson Mandela once said, "Education is the most powerful weapon which you can use to change the
world." As educators, we have many resources at our disposal, but what truly matters is knowing how to
use them effectively to help our students grow and reach their full potential. Formative assessment,
through well-designed rubrics, allows us to identify their needs, recognize their progress, and provide
the necessary support for continuous improvement.

It is important to note that the rubric presented below is an example created for a fictional classroom.
In practice, our rubrics will be more adapted to the interests and proficiency levels of our students. As
teachers, our priority is to support their growth and help them improve, particularly in learning the English
language, by guiding them toward more accurate and effective use of it.

The rubrics we will use are as follows:

GENERAL RUBRIC

Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)

Demonstrates strong
Struggles with both
command of both social Good use of both BICS Basic use of BICS; limited
Use of BICS and CALP. Many
(BICS) and academic (CALP) and CALP, with minor CALP. Frequent errors
Language errors that make
language. Uses accurate errors that do not affect that sometimes affect
(BICS & CALP) comprehension
grammar, vocabulary, and comprehension. meaning.
difficult.
structures.

Fully aligned with the Not aligned with the

Mostly aligned with the Partially aligned with the
Content curriculum objectives. curriculum. Lacks
curriculum. Some minor curriculum. Some key
(Curriculum Covers all required essential elements and
gaps but overall meets elements are missing or
Alignment) elements with depth and does not meet
expectations. underdeveloped.
accuracy. expectations.

Effectively applies higher-

Cognitive Uses some higher-order Uses some higher-order Uses some higher-order
order thinking skills
Skills skills (applying, skills (applying, skills (applying,
(analyzing, evaluating,
analyzing), though analyzing), though analyzing), though
creating). Demonstrates
 Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)

deep understanding and mostly focuses on mostly focuses on mostly focuses on

originality. understanding. understanding. understanding..

Demonstrates a deep Shows cultural No cultural awareness

Limited cultural
Cultural understanding and respect awareness with some displayed; lacks
awareness; basic
Awareness for cultural aspects related understanding of its recognition of cultural
understanding.
to the task. relevance. context.

Consistently engaged, Puts in good effort, Minimal effort; lacks

Student Some effort is made but
proactive, and puts in great though sometimes motivation and
Effort inconsistent.
effort to improve. needs motivation. engagement.

SPEAKING SKILLS RUBRIC

Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)

Speaks smoothly with Many pauses and

Some pauses but speaks Struggles to speak.
few pauses. Uses a hesitations. Speech is
Fluency clearly. Can keep a Long pauses and
range of words and slow and sometimes
conversation going. incomplete sentences.
sentences. unclear.

Words are clear and

Mostly clear, with some Some pronunciation Many pronunciation
Pronunciation & intonation sounds
small mistakes that don’t issues that make it mistakes. Very difficult
Intonation natural. Easy to
affect understanding. harder to understand. to understand.
understand.

Participates actively,
Interacts well but could Limited interaction. Barely interacts. Gives
Interaction & responds well, and
be more engaging. Some Struggles to keep the very short or unclear
Engagement keeps the conversation
short answers. conversation going. answers.
going.

Ideas are clear and well- Mostly clear, but Speech is a bit Ideas are confusing and
Clarity &
organized. Uses simple sometimes ideas are not disorganized. Hard to hard to understand. No
Organization
transitions. well connected. follow at times. clear structure.

Speaks with confidence Fairly confident but

Some effort, but relies Lacks confidence and
Confidence & and tries new words. sometimes hesitates.
on simple words and avoids speaking. Uses
Effort Self-corrects when Avoids risks with
sentences. very limited language.
needed. language.
For the assessment to be truly meaningful, we can also make use of self-assessments. Through them, students will reflect
on their own work and compare it with the teacher's evaluation. This will help them become more aware of their progress
and the effort they are putting into their learning.

My Speaking Self-Assessment

Color the faces to show how you feel about your speaking skills!

Skill (Great!) (Good) (Needs practice)

I speak without many pauses.

My pronunciation is clear.

I answer and ask questions in a conversation.

My ideas are easy to understand.

I feel confident when I speak.

Something I did well: ________________________________

Something I want to improve: ________________________________

LISTENING

Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)

Struggles to grasp the

Fully understands the Understands most of the Understands some
Understanding main ideas, making the
main ideas and overall main ideas, with minor main ideas but misses
of Main Ideas overall message
message. gaps. key points.
unclear.

Accurately identifies Struggles to recall Has difficulty

Detail and recalls all key Identifies and recalls most some details and identifying or recalling
Recognition details and supporting details, with minor gaps. misses some important details, missing key
information. information. information.

Responses are always Responses are Responses are

Responses are mostly
Response accurate and reflect a sometimes inaccurate inaccurate and do not
accurate, with minor errors
Accuracy deep understanding of or show limited reflect understanding
or misunderstandings.
the content. understanding. of the content.
 Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)

Takes clear, organized Takes fairly clear notes, Takes limited notes Takes unclear or
Note-taking
notes that capture all capturing most important with some gaps in minimal notes, missing
Skills
important information. information. important details. key details.

Follows all instructions Struggles to follow

Follows most instructions Follows some
Ability to Follow accurately and instructions, affecting
correctly with minor instructions, but misses
Instructions completes tasks the completion of
mistakes. important steps.
effectively. tasks.

For the assessment to be truly meaningful, we can also make use of self-assessments. Through them, students will reflect
on their own work and compare it with the teacher's evaluation. This will help them become more aware of their progress
and the effort they are putting into their learning.

Color the faces to show how you feel about your listening skills!

Skill (Great!) (Good) (Needs practice)

I understand the main ideas when I listen.

I can remember important details after listening.

I can follow instructions easily when listening.

I can answer questions correctly after listening.

I can listen carefully and stay focused.

Something I did well: ________________________________

Something I want to improve: ________________________________

WRITING RUBRIC

Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)

Writes a clear and

Writes a mostly Writes a text that
appropriate text for the The text does not match
appropriate text with partially fits the
Type of Text given purpose (e.g., the intended purpose or
minor issues related to purpose, but with some
story, description, letter, is unclear.
purpose. confusion.
etc.).
 Criteria Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1)

Text is well-organized
Text is mostly organized
with a clear beginning, The text is somewhat The text lacks clear
with a clear structure,
Text Structure middle, and end (e.g., organized but lacks organization, making it
but some parts are
introduction, body, clarity in structure. difficult to follow.
unclear.
conclusion).

A few spelling errors that Several spelling errors Frequent spelling errors
Spelling No spelling errors. do not interfere with that make parts of the that make the text hard
understanding. text difficult to read. to understand.

Mostly uses correct Some mistakes in Frequent mistakes in

Consistently uses correct
Conventions punctuation, punctuation, punctuation,
punctuation,
(Punctuation, capitalization, and capitalization, or capitalization, and
capitalization, and
etc.) sentence structure with sentence structure that sentence structure,
sentence structure.
minor mistakes. impact readability. affecting readability.

Color the faces to show how you feel about your writing skills!

Skill (Great!) (Good) (Needs practice)

I wrote the text in a clear and organized way.

I used the correct spelling in my writing.

My writing follows the structure (beginning, middle, end).

I used the right punctuation and capital letters.

My writing matches the purpose of the task (story, letter, etc.).

Something I did well: ________________________________

Something I want to improve: ________________________________
READING RUBRIC

Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)

Fully understands and Understands most of the Understands some of Struggles to understand
Understanding of
can clearly explain the main ideas with only minor the main ideas but the main ideas of the
Main Ideas
main ideas of the text. misunderstandings. misses key points. text.

Identifies and recalls all

Recalls most details Misses several Struggles to identify or
Detail important details and
correctly, with only minor important details, but recall key details from
Recognition supporting information
omissions. recalls some. the text.
accurately.

Shows deep Shows limited

Does not engage with
engagement with the Engages with the text and engagement with the
Engagement with the text and has
text, reflecting on it and reflects on its meaning text, with little
the Text trouble understanding
making connections to with minor gaps. reflection or
its meaning.
prior knowledge. connection.

Provides insightful Demonstrates good Struggles to analyze or

Offers basic analysis,
Critical Thinking analysis and thoughtful analysis with some depth reflect on the text
but with little depth.
reflections on the text. of thought. meaningfully.

Fully understands the Understands some of Has difficulty

Understands most of the
Comprehension context and how it the context but has understanding the
context and its relevance
of Context relates to the text’s trouble relating it to context or its
to the text.
message or purpose. the text’s meaning. connection to the text.

Skill (Great!) (Good) (Needs practice)

I understand the main ideas in the text.

I can remember and talk about important details from the text.

I can make connections between the text and what I already know.

I can think deeply about the meaning of the text.

I understand the context of the text.