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Hardly never interacts in English. Even if he/she is establishing the shopping conversation with they peers, he/she does not speak English.
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Only interacts in English when he/she establishes the conversation.
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Manages to interact effectively in English. Speaks English when he/she converses and follows the pre-task and task processes.
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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.
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Never participates and interacts whenever is possible for him/her. He/she never or harly never respects the talking turn of others.
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He/she can participate and interact more often. He/she sometimes respects the talking turn of others.
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Participates and interacts quite often. He/she usually respects the talking turn of others.
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At all times participates and interacts whenever is possible for him/her. He/she always respects the talking turn of others.
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Never or harly never employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).
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Sometimes employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).
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Quite often employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).
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Always employs achievement strategies (guessing, paraphrase or cooperative strategies) or reduction strategies (avoidance strategies).
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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.
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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.
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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.
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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.
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Practises the four language skills (speaking, listening, reading & writing) improperly or only one language skill properly.
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Practises a few language skills (speaking, listening, reading & writing) properly.
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Practises some language skills (speaking, listening, reading & writing) properly.
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Practises the four language skills (speaking, listening, reading & writing) properly.
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Never pays attention to the vocabulary and language structures learned and used throughtout the webquest.
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A few times pays attention to the vocabulary and language structures learned and used throughtout the webquest.
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Normally pays attention to the vocabulary and language structures learned and used throughtout the webquest.
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Continously pays attention to the vocabulary and language structures learned and used throughtout the webquest.
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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.
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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.
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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.
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On manyoccasions, he/she finds himself/herself involved in requesting, clarifying, making suggestions, encouraging, disagreeing, negotiating of meaning and exchanging conversation in the group.
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Depends a lot on the teacher, adopts a passive role and is not a language resource for his/her peers.
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Depends on the teacher, adopts a more active role but still passive and is not a trustworthy language resource for his/her peers.
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Quite independent from theteacher, adopts an active role and is a language resource for his/her peers.
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Very independent student, adopts a completely active role and is an excellent language resource for his/her peers.
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