Rubric Made Using:

RubiStar ( http://rubistar.4teachers.org )

CATEGORY

0-4.9

5-6.9

7-8.9

9-10

English interaction

Hardly never interacts in English. Even if he/she is establishing the shopping conversation with they peers, he/she does not speak English.

Only interacts in English when he/she establishes the conversation.

Manages to interact effectively in English. Speaks English when he/she converses and follows the pre-task and task processes.

Manages to interact successfully and perfectly in English. He/she speaks fluent and accurate English when he/she converses and follows the pre-task and task processes.

Participation

Never participates and interacts whenever is possible for him/her. He/she never or harly never respects the talking turn of others.

He/she can participate and interact more often. He/she sometimes respects the talking turn of others.

Participates and interacts quite often. He/she usually respects the talking turn of others.

At all times participates and interacts whenever is possible for him/her. He/she always respects the talking turn of others.

Communication strategies

Never or harly never employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).

Sometimes employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).

Quite often employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).

Always employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).

Critical thinking skills

Does not develop critical thinking skills. He/she does not actively and skillfully conceptualise, apply, analyse, synthesise, and/or evaluate information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.

Sometimes develops critical thinking skills. At times, He/she actively and skillfully conceptualises, apply, analyses, synthesises, and/or evaluates information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.

Frequently develops critical thinking skills. Habitually, He/she actively and skillfully conceptualises, apply, analyses, synthesises, and/or evaluates information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.

On all occasions develops critical thinking skills. Habitually, He/she actively and skillfully conceptualises, apply, analyses, synthesises, and/or evaluates information gathered from, or generated by, observation, experience, reflection, reasoning, or communication.

Four language skills

Practises the four language skills (speaking, listening, reading & writing) improperly or only one language skill properly.

Practises a few language skills (speaking, listening, reading & writing) properly.

Practises some language skills (speaking, listening, reading & writing) properly.

Practises the four language skills (speaking, listening, reading & writing) properly.

Attention to vocabulary & language structures

Never pays attention to the vocabulary and language structures learned and used throughtout the webquest.

A few times pays attention to the vocabulary and language structures learned and used throughtout the webquest.

Normally pays attention to the vocabulary and language structures learned and used throughtout the webquest.

Continously pays attention to the vocabulary and language structures learned and used throughtout the webquest.

Variety of speech functions

On very few occasions, he/she finds himself/herself involved in requesting, clarifying, making suggestions, encouraging, disagreeing, negotiating of meaning and exchanging conversation in the group.

On few occasions, he/she finds himself/herself involved in requesting, clarifying, making suggestions, encouraging, disagreeing, negotiating of meaning and exchanging conversation in the group.

On several occasions, he/she finds himself/herself involved in requesting, clarifying, making suggestions, encouraging, disagreeing, negotiating of meaning and exchanging conversation in the group.

On manyoccasions, he/she finds himself/herself involved in requesting, clarifying, making suggestions, encouraging, disagreeing, negotiating of meaning and exchanging conversation in the group.

Active participators & language resources

Depends a lot on the teacher, adopts a passive role and is not a language resource for his/her peers.

Depends on the teacher, adopts a more active role but still passive and is not a trustworthy language resource for his/her peers.

Quite independent from theteacher, adopts an active role and is a language resource for his/her peers.

Very independent student, adopts a completely active role and is an excellent language resource for his/her peers.