UAHS Global Language Scoring Guides

Global Language Scoring Guides

All students enrolled in a global language course are required to demonstrate their proficiency level at an 80% or higher in each skill to receive one credit.

Holistic Writing Assessment | Videos | Visuals/Artwork | Participation |

Video/Visuals | Speaking Assesment & Oral Interview |

Listening & Reading Assessment

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Scoring Guide for Holistic Writing Assessment

Upper Arlington Global Language Department

9-8	DEMONSTRATES HIGH PROFICIENCY
	Strong control of the language:
	• High level of grammatical accuracy with no significant errors • Widely varied and sophisticated sentence type • Piece includes many interesting, clear, and fresh word choices • Good command of idiomatic language • Organization demonstrates superior order/plan • Body paragraphs are very clear and well focused • Thorough response with many relevant specific detail • Voice shows obvious personality and/or creativity • Obvious evidence of revising, editing, and polishing • Fulfills and/or exceeds all requirements of assignment
7-6	CLEARLY DEMONSTRATES PROFICIENCY
	Good general control of the language:
	• Consistent grammatical accuracy despite some errors • Some varied and sophisticated sentence types • Piece includes some interesting, clear, and fresh word choices • Fair command of idiomatic language despite occasional awkward expression • Organization demonstrates good order/plan with ties to thesis • Body paragraphs are clear and focused • Thorough response with adequate relevant specific detail • Voice shows personality and/or creativity • Moderate evidence of revising, editing, and polishing • Fulfills all requirements of assignment
5-4	DEMONSTRATES PROGRESS TOWARDS PROFICIENCY
	Fair ability to express ideas with occasional signs of fluency:
	• Inconsistent control of grammatical accuracy • Sentences are complete but have little variety • Piece has few interesting, clear, and fresh word choices • Use of significant awkward expression to construct meaning • Organization demonstrates some order/plan • Body paragraphs need clarity and focus • Some specific detail, but not sufficient • Voice shows some personality and/or creativity • Little evidence of revising, editing, and polishing • Fulfills most requirements of assignment
3-2	DEMONSTRATES STRONG NEED FOR INTERVENTION
	Writer struggles to express ideas in the target language:
	• Little control of grammar marked with significant structural errors • Sentences are brief and simple • Piece relies on simple, basic word choices • Frequent use of anglicisms which force interpretation by the reader • Organization shows random order of ideas • Body paragraphs are brief with loosely connected thoughts • General, narrow response • Voice needs personality and/or creativity • Insufficient evidence of revising, editing, and polishing • Fulfills some requirements of assignment
1	UNACCEPTABLE	Revised 2004

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Scoring Guide for Videos

Upper Arlington Global Language Department

9-8	STRONG VOICE
	•Strong organization •Strong visual appeal •Strong creativity •Few or no grammatical errors •No use of English •Strong communication of the idea •Excellent pronunciation
7-6	STRONG VOICE
	•Good organization •Some visual appeal •Some creativity •Some grammatical errors •No use of English •Good communication of the idea •Good pronunciation
5-4	FAIRLY STRONG VOICE
	•Fair organization •Little visual appeal •Little creativity •Several grammatical errors •Some use of English •Some communication of the idea •Fair pronunciation
3-2	DEMONSTRATES STRONG NEED FOR INTERVENTION
	•Weak organization •No visual appeal •No creativity •Grammatical errors interfere with comprehension •Too much use of English •Weak communication of the idea •Poor pronunciation
1	UNACCEPTABLE

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Scoring Guide for Visuals/Artwork

Upper Arlington Global Language Department

9-8	Strong visual appeal
	•Colorful •All items are correctly labeled •Shows variety and creativity •No use of English •Strong communication of the idea
7-6	Some visual appeal
	•Colorful •Almost all items are properly labeled •Some variety and creativity •No use of English •Good communication of the idea
5-4	Little visual appeal
	•Little color •Some items incorrectly labeled •Little variety or creativity •Some use of English •Some communication of the idea
3-2	No visual appeal
	•No color •Many items incorrectly labeled or not labeled •No variety or creativity •Too much use of English •Weak communication of the idea
1	Unacceptable

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Scoring Guide for Participation

Upper Arlington Global Language Department

9-8	DEMONSTRATES OUTSTANDING ACHIEVEMENT
	Always takes an active role in learning:
	•Frequently participates and used thoughtful inquiry •Consistently demonstrates a genuine desire to learn •Regularly shares appropriate ideas with instructor and peers •Stays on task •Willing to take intellectual risks and use target language •Asserts ideas and supports them with substance •Listens intently and respectfully to others •Prepared when called upon •Brings necessary materials to class
7-6	DEMONSTRATES COMPETENCE
	Takes an active role in learning:
	•Regularly participates and uses thoughtful inquiry •Generally demonstrates a genuine desire to learn •Shares appropriate ideas with instructor and peers •Stays on task •Sometimes willing to take intellectual risks and use target language •Asserts and supports ideas with substance •Listens intently and respectfully to others •Usually prepared when called upon •Usually brings materials to class
5-4	DEMONSTRATES SOME NEED FOR IMPROVEMENT
	Does not always take an active role in learning:
	•Occasionally participates and uses inquiry •Depends on others to make learning meaningful and genuine •Hesitant to share ideas with instructor or peers •Sometimes strays from tasks •Reluctant to take intellectual risks or use target language •Occasionally does not listen or respect others •Speaks only when called upon •Sometimes lacks materials
3-2	DEMONSTRATES GREAT NEED FOR IMPROVEMENT
	Rarely takes an active role in learning:
	•Does not participate or use inquiry •Demonstrates little or no genuine desire to learn •Unwilling to share appropriate ideas with instructor or peers •Often strays from task •Does not take intellectual risks or use target language •Ideas rarely asserted with substance •Frequently does not listen and may not respect others •Speaks only when called upon and is usually unprepared •Frequently lacks materials
1	•Unacceptable
	Response falls below the above description or is inappropriate

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Scoring Guide for Video/Visuals

Upper Arlington Global Language Department

9-8	Exceptionally creative
	•High level of interest •Extremely well organized •Outstanding effort •Thoroughly meets all requirements
7-6	Creative
	•Interesting •Organized •Good effort •Meets requirements
5-4	Somewhat creative
	•Somewhat interesting •Some lapses in organization •Average effort •Does not meet all requirements
3-2	Lacks creativity
	•Lacks interest •Not organized •Little effort •Does not meet requirements
1	Unacceptable

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Scoring Guide for Speaking Assessment and
** Oral Interview

Upper Arlington Global Language Department

9-8	DEMONSTRATES HIGH PROFICIENCY
	Demonstrates excellent command of the language:
	**Demonstrates high ability to interact with another speaker:
	•Responds with thorough, thoughtful answers •Demonstrates excellent control of grammatical accuracy and idiomatic expression with no significant errors •Makes obvious effort to include a variety of sophisticated vocabulary and structure •Speaks in an articulate, flowing manner •Uses good intonation and largely accurate pronunciation •Uses language in a sophisticated and creative manner •Consistently takes an active role in the conversation by asking appropriate questions •Consistently demonstrates understanding with appropriate responses to the interviewer's speech
7-6	CLEARLY DEMONSTRATES PROFICIENCY
	Demonstrates good command of the language:
	**Demonstrates consistent ability to interact with another speaker:
	•Responds with adequate detail •Demonstrates consistent control of grammatical accuracy despite some errors and/or awkwardness of expression •Makes some effort to include more sophisticated vocabulary and structure •Speaks with some gaps in fluency •Uses acceptable intonation and pronunciation •Uses language in a somewhat conservative manner •Sometimes takes an active role in the conversation by asking appropriate questions •Usually demonstrates understanding with appropriate responses to the interviewer's speech
5-4	DEMONSTRATES PROGRESS TOWARDS PROFICIENCY
	Demonstrates comprehensible expression:
	**Demonstrates limited ability to interact with another speaker:
	•Responds with some detail, but not sufficient •Demonstrates inconsistent control of grammatical accuracy with some serious structural errors and/or awkwardness of expression •Relies on simple vocabulary and structures •Speaks with significant unnatural hesitations •Speaks with errors in intonation and pronunciation •Uses language in a conservative manner •Takes a limited role in the conversation •Demonstrates some miscomprehension of the interviewer's speech
3-2	DEMONSTRATES STRONG NEED FOR INTERVENTION
	Demonstrates limited command of the language:
	**Demonstrates little ability to interact with another speaker:
	•Gives a general, narrow response •Demonstrates little control of grammatical accuracy marked with basic structural errors with frequent use of anglicisms which force interpretation by the listener •Relies on single word responses or broken sentences •Speaks with excessive hesitation •Speaks with errors in intonation and pronunciation which inhibit communication •Avoids using the target language, resorts to English •Does not take an active role in the conversation •Frequently does not understand interviewer's speech	Revised 2004

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Scoring Guide for Listening & Reading Assessment

Upper Arlington Global Language Department

9-8	DEMONSTRATES HIGH PROFICIENCY
	Response reveals excellent comprehension of the passage:
	•Captures successfully all of the main ideas •Contains extensive description with specific and worthwhile details •Reveals highly successful use of contextualized guessing to extract meaning from the text •Demonstrates capacity to apply prior knowledge of the world to the text to anticipate meaning
7-6	CLEARLY DEMONSTRATES PROFICIENCY
	Response reveals minor gaps in comprehension of the passage:
	•Captures successfully most of the main ideas •Contains thorough descriptions with minor gaps in specific and worthwhile details •Reveals consistent use of contextualized guessing to extract meaning from the text •Demonstrates some capacity to apply prior knowledge of the world to the text to anticipate meaning
5-4	DEMONSTRATES PROGRESS TOWARDS PROFICIENCY
	Response reveals larger gaps in comprehension of the passage:
	•Captures some of the main ideas •Contains generalizations lacking specific and worthwhile details •Occasionally uses contextualized guessing to extract meaning from the text, but does so less successfully •Does not apply prior knowledge of the world to the text to anticipate meaning
3-2	DEMONSTRATES STRONG NEED FOR INTERVENTION
	Response reveals student had difficulty understanding the passage:
	•Captures few of the main ideas •Deletes important information in a general, narrow response •Relies on understanding of isolated vocabulary items to extract meaning from the text •Demonstrates gaps in comprehension of even basic vocabulary and structure
1	RESPONSE IS INAPPROPRIATE OR FALLS BELOW ABOVE DESCRIPTORS
	Piece falls below the above descriptions or is inappropriate	Revised 2004

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