<p> FLACS Checkpoint B Rubric Implementation – September 2014 1st exams – June 2015 Performance Level Dimension 4 3 2 1 Purpose/task Accomplishes the task; refers Accomplishes the task; refers to Accomplishes the task; refers Attempts to accomplish the to and incorporates many and includes some details from to and includes few details task; makes some reference to details from source(s) – text, source(s) – text, video, and/or from source(s) – text, video, source (text, video and/or video, and/or audio - that audio - that support the and/or audio - that support the audio), but provides few or no support the development of the development of the task, but development of the task. supporting details. task, but there may be minor there may be some There are many irrelevancies. irrelevancies. irrelevancies. Organization Exhibits a logical and coherent Exhibits a logical sequence, Attempts to provide a logical Utilizes little order; provides a (The extent to which sequence throughout, provides provides a beginning, middle sequence and/or the beginning series of separate and/or response exhibits direction, a clear sense of a beginning, and end. or ending is abrupt or unclear. disconnected ideas. shape, and coherence.) middle and end. Makes smooth transitions between ideas. Vocabulary Includes a wide variety of Includes a variety of vocabulary Includes basic vocabulary; Includes limited vocabulary vocabulary that expands the related to the topic. some vocabulary may be and/or most vocabulary is topic, but there may be minor inaccurate or unrelated to the inaccurate or unrelated to the inaccuracies. topic. topic. Structure/ conventions Demonstrates a high degree of Demonstrates some control of Demonstrates some control of Demonstrates little control of control of Checkpoint B Checkpoint B Checkpoint B Checkpoint A or B structure/conventions: structure/conventions: structure/conventions. structure/conventions.  Subject/verb  Subject/verb agreement agreement Errors DO hinder overall Errors impede overall  Present, past, future  Present, past, future comprehensibility of the comprehensibility of the ideas expressed as ideas expressed as passage and/or there are passage. appropriate appropriate numerous Checkpoint A errors.  Noun/adjective  Noun/adjective agreement agreement OR  Correct word order  Correct word order  Spelling/diacritical  Spelling/diacritical Demonstrates a high degree of marks marks control, but uses only Checkpoint A structures/ Errors do NOT hinder overall Errors do NOT hinder overall conventions. comprehensibility of the comprehensibility of the passage. passage. Word count Uses 100 or more Uses 50-99 comprehensible comprehensible words in words in target language that target language that contribute contribute to the development to the development of the task. of the task.</p>