English, Research and Persuasion ENG-5103-3

Adult General Education

EVALUATION

Criterion-Referenced Rubrics

For: ______________________________________
Adult Learner’s Name

By: _______________________________________
Teacher’s Name

______________________________________
Date

Diversified Basic Education Program

English Language Arts

English, Research and Persuasion

ENG-5103-3

Correction and Evaluation Guide Page 17 November 2015

 English, Research and Persuasion ENG-5103-3

Competency 1: Uses language/talk to communicate and to learn (40%)

Instructions:

x For each criterion, circle the statement(s) that best correspond(s) to the adult learner’s performance level.
x In the last column, enter the mark that corresponds to the assigned rating(s). The only mark that can be allotted for a given level is that indicated in the
rubric.

Rating scale
Evaluation Excellent Very good Good Weak Very weak Mark
criteria and task
A very effective and An effective and An adequate A weak introduction to An ineffective and
captivating introduction captivating introduction introduction to the topic the topic that provides unfocused introduction
to the topic that orients to the topic that orients that orients the audience little orientation that provides no
the audience the audience orientation

(5) (4) (3) (2) (1)

Always uses neutral Usually uses neutral and Sometimes uses neutral Rarely uses neutral Language is not neutral
and objective objective language and objective language and objective and objective
language language
(5) (4) (3) (2) (1)
Always presents Usually presents Sometimes presents Rarely presents Information (facts,
information (facts, information (facts, information (facts, information (facts, statistics, expert opinions,
1.1
statistics, expert statistics, expert statistics, expert statistics, expert etc.) is not presented in a
Effective communication
opinions, etc.) in a opinions, etc.) in a opinions, etc.) in a opinions, etc.) in a compelling, convincing
of ideas __/25
very compelling, compelling, convincing compelling, convincing compelling, convincing and demonstrative
convincing and and demonstrative and demonstrative and demonstrative manner
Oral presentation
demonstrative manner manner manner manner

(5) (4) (3) (2) (1)

A very effective use of An effective use of at A somewhat effective An ineffective use of a Visual device used is
at least one visual least one visual device use of at least one visual visual device inapplicable and unrelated
device device
(5) (4) (3) (2) (1)
Conclusion of oral Conclusion of oral Conclusion of oral Conclusion of oral Conclusion of oral
presentation is very presentation is effective presentation is presentation is presentation is ineffective
effective satisfactory unfocused and/or incomplete

(5) (4) (3) (2) (1)

Correction and Evaluation Guide Page 18 November 2015

 English, Research and Persuasion ENG-5103-3

Rating scale
Evaluation Excellent Very good Good Weak Very weak Mark
criteria and task
Very effective use of Effective use of most Adequate use of oral Use of oral Oral communication
all oral communication oral communication communication features communication features (tone, emphasis,
features (tone, features (tone, (tone, emphasis, speed, features (tone, speed, etc.) are not used
emphasis, speed, etc.) emphasis, speed, etc.) etc.) to generate and emphasis, speed, etc.) effectively
to generate and to generate and maintain interest rarely generates and
maintain interest maintain interest maintains interest

(5) (4) (3) (2) (1)

1.3 Very effective Effective adaptation of Adequate adaptation of Inconsistent Language (style and
Appropriate use of language adaptation of language language (style and language (style and adaptation of language register) is not adapted to
conventions (style and register) to register) to the context register) to the context (style and register) to the context and audience __/15
the context and and audience and audience the context and
Oral presentation audience audience

(5) (4) (3) (2) (1)

Very effective use of Effective use of body Adequate use of body Use of body language Ineffective use of body
body language to language to enhance the language to enhance the does little to enhance language
enhance the presentation presentation the presentation
presentation

(5) (4) (3) (2) (1)

NOTE: Assign a mark of 0 when the adult learner’s performance does not correspond to any of the statements in the rubric.

MARK FOR COMPETENCY 1: ___/40

Correction and Evaluation Guide Page 19 November 2015

 English, Research and Persuasion ENG-5103-3

Competency 2: Reads and listens to written, spoken and media texts (20%)

Instructions:

x For each criterion, circle the statement(s) that best correspond(s) to the adult learner’s performance level.
x In the last column, enter the mark that corresponds to the assigned rating(s). The only mark that can be allotted for a given level is that indicated in the
rubric.

Rating scale
Evaluation Excellent Very good Good Weak Very weak Mark
criteria and task
Clearly justifies own Justifies own preference Adequate explanation of Expresses a tentative Expresses a vague or
preference with very with perceptive own preference with preference with unsubstantiated
perceptive references references to the general references to occasional references preference with no
to the preferred text preferred text the preferred text to the text and does reference to the text and
by: by: by: little to: does not:

- distinguishing - distinguishing - distinguishing - distinguish - distinguish between

2.1 between facts and between facts and between facts and between facts and facts and opinions
Coherent construction of opinions opinions opinions opinions
meaning from texts - differentiate emotional __/5
- differentiating - differentiating - differentiating - differentiate language,
Comparative analysis emotional emotional language, emotional language, emotional generalizations and
language, generalizations and generalizations and language, stereotypes from
generalizations stereotypes from stereotypes from generalizations neutral language
and stereotypes neutral language neutral language and stereotypes
from neutral from neutral
language language

(5) (4) (3) (2) (1)

Makes very perceptive Makes perceptive Makes general Makes few related or Makes unrelated or
2.2 connections between connections between connections between logical connections illogical connections
Demonstration of the two texts the two texts the two texts between the two texts between the two texts
understanding contextual (similarities and (similarities and (similarities and (similarities and (similarities and
__/5
connections differences) differences) differences) differences) differences)

Comparative analysis
(5) (4) (3) (2) (1)

Correction and Evaluation Guide Page 20 November 2015

 English, Research and Persuasion ENG-5103-3

Rating scale

Evaluation Excellent Very good Good Weak Very weak Mark

criteria and task
Draws extensive Draws thorough Draws adequate Draws limited meaning Draws literal meaning (no
2.3 meaning from textual meaning from textual meaning from textual from textual features inferences) from textual
features (points of features (points of view, features (points of view, (points of view, features (points of view,
Thorough comprehension of
view, language) to language) to interpret language) to interpret language) to interpret language) to interpret
structures and features of __/5
interpret texts texts texts texts texts
texts

Comparative analysis
(5) (4) (3) (2) (1)
Offers a discerning Offers a thoughtful Offers a sensible Offers a partial Judgment lacks value and
judgment on the judgment on the overall judgment on the overall judgment on the merely restates the texts’
2.4 overall value, value, persuasiveness, value, persuasiveness, overall value, arguments and evidence
persuasiveness, relevance and relevance and persuasiveness,
Critical interpretation of
relevance and completeness of the completeness of the relevance and
texts __/5
completeness of the texts’ arguments and texts’ arguments and completeness of the
texts’ arguments and evidence evidence texts’ arguments and
Comparative analysis
evidence evidence

(5) (4) (3) (2) (1)

NOTE: Assign a mark of 0 when the adult learner’s performance does not correspond to any of the statements in the rubric.

MARK FOR COMPETENCY 2: ___/20

Correction and Evaluation Guide Page 21 November 2015

 English, Research and Persuasion ENG-5103-3

Competency 3: Produces texts for personal and social purposes (40%)

Instructions:
x For each criterion, circle the statement(s) that best correspond(s) to the adult learner’s performance level.
x In the last column, enter the mark that corresponds to the assigned rating(s). The only mark that can be allotted for a given level is that indicated in the
rubric.

Rating scale
Evaluation Excellent Very good Good Weak Very weak Mark
criteria and task
Develops a very Develops a clearly Develops a defined Stance is unclear and Stance is not evident and
clearly defined stance defined stance with stance with sufficient unfocused with weak lacks arguments and
with effective effective arguments and arguments and arguments and information
arguments and information information insufficient information
information
(5) (4) (3) (2) (1)
3.1 Maintains very strong Maintains strong Maintains adequate Coherence and Lack of coherence and
Effective organization of coherence and coherence and cohesion coherence and cohesion cohesion throughout cohesion throughout the
texts to communicate cohesion throughout throughout the text throughout the text the text is weak text impedes argument __/15
the text
Argumentative article/essay (5) (4) (3) (2) (1)
Presents ideas and Presents ideas and Presents ideas and Presents ideas and Presents ideas and
arguments in a very arguments in a clear, arguments in a logical arguments in a arguments in a manner
clear, logical and logical and organized and somewhat confusing and poorly that impedes
organized manner manner organized manner organized manner comprehension

(5) (4) (3) (2) (1)

3.2
Appropriate adaptation of
language for audience and
purpose
Argumentative article/essay
Always uses Usually uses appropriate Sometimes uses Rarely uses Tone and register used
appropriate tone and tone and register to appropriate tone and appropriate tone and are inappropriate
register to support support stance or register to support register to support
stance or argument argument stance or argument stance or argument
(5) (4) (3) (2) (1)
__/10
Very effective Effective adaptation of Adequate adaptation of Inadequate adaptation Language is not adapted
adaptation of language language to the language to the of language to the to the audience, context
to the audience, audience, context and audience, context and audience, context and and purpose
context and purpose purpose purpose purpose

(5) (4) (3) (2) (1)

Correction and Evaluation Guide Page 22 November 2015

 English, Research and Persuasion
Rating scale
Evaluation
criteria and task
3.3
Appropriate use of
structures, features, codes
and conventions of texts
Argumentative article/essay
3.4
Correct application of
language conventions
(usage and mechanics)
Argumentative article/essay
NOTE: Assign a mark of 0 when the adult learner’s performance does not correspond to any of the statements in the rubric.
Correction and Evaluation Guide
ENG-5103-3
Excellent Very good Good Weak Very weak Mark
Demonstrates firm Demonstrates good Demonstrates adequate Demonstrates Little or no control of the
control of the control of the structures, control of the structures, ineffective control of structures, features, codes
structures, features, features, codes and features, codes and the structures, and conventions of an
codes and conventions conventions of an conventions of an features, codes and argumentative
__/10
of an argumentative argumentative argumentative conventions of an article/essay
article/essay article/essay article/essay argumentative
article/essay
(10) (8) (6) (4) (2)
Sustains control of Sustains control of Demonstrates Demonstrates a Demonstrates a lack of
syntax, punctuation, syntax, punctuation, acceptable control of tenuous control of control of syntax,
spelling, capitalization spelling, capitalization syntax, punctuation, syntax, punctuation, punctuation, spelling,
and grammar and grammar throughout spelling, capitalization spelling, capitalization capitalization and
throughout the text; the text for the most and grammar throughout and grammar grammar throughout the
errors, if any, are few part; errors are the text; errors throughout the text; text; errors distract the
__/5
and insignificant noticeable but infrequent occasionally distract the errors often distract reader and alter meaning
reader the reader
Skillfully crafts varied Provides well-structured Sentence structures are
sentences sentences Sentences have Simple sentence unclear and awkward
acceptable structure structure
(5) (4) (3) (2) (1)
MARK FOR COMPETENCY 2: ___/40
Page 23 November 2015
English, Research and Persuasion ENG-5103-3
Adult General Education
Adult Learner’s Results Sheet
(for optional use)
__________________________________________
Adult Learner’s Name
Program title: English Language Arts
Course title: English, Research and Persuasion
Course code: ENG-5103-3
Version of the examination: A/B/C Date: ______________________
Teacher’s name:
School board:
Adult education centre:
Comments Result
COMPETENCY 1 Evaluation of the
competency
Uses language/talk to
communicate and to learn _____/40 marks
COMPETENCY 2 Evaluation of the
Reads and listens to competency
written, spoken and media
texts _____/20 marks
COMPETENCY 3 Evaluation of the
Produces texts for competency
personal and social
purposes _____/40 marks
Final result _____/100 marks
Correction and Evaluation Guide Page 24 November 2015