"Communicate 4.1.2 – Rubrics" Quest

"Communicate 4.1.2 – Rubrics" Quest

Here is a rubric that created for my GAVS AP French Language and Culture class. This rubric is used to grade discussion submissions. In this course, the discussion forum is used to practice a free response item that students will encounter on the AP College Board Exam. Part of the rubric addresses the requirements of the free response task, while the other part of the rubric addresses the requirements of the discussion forum itself.

This rubric saves me an **enormous** amount of time and it provides the student with insight into what is required to earn a good discussion grade as well as what is necessary to accomplish the task for the AP Exam. In addition to the rubric, I leave feedback about their grammar and I also participate in the forum by asking students questions which should encourage more thoughtful discussion.

Criteria	Level 5 Strong 5 points	Level 4 Good 4 points	Level 3 Fair 3 points	Level 2 Weak 2 points	Level 1 Poor 1 point	Level 0 Unacceptable 0 points
Audio File	Audio file is present and completely audible.					The audio file does not work properly, is submitted in the wrong file format, or there is no submission.
Time Requirement	The audio file is 2 full minutes.	Audio file is between 1:59 and 1:55.	Audio file is between 1:54- 1:50.	Audio file is between 1:49-1:45.	Audio file is between 1:44-1:40.	Audio file is less than 1:40.
Transcription	Transcription is present and complete.					The transcript is incomplete or there is no submission.
Format of Presentation	There is an introduction, a presentation of the Francophone culture, a presentation of the student's culture, and a conclusion. Transition words and cohesive devices are used.	One element of the format is missing: Check to see if you have all of these: introduction, a presentation of the Francophone culture, a presentation of the student's culture, and a conclusion. Transition words and cohesive devices are used.	Two elements of the format are missing: Check to see if you have all of these: introduction, a presentation of the Francophone culture, a presentation of the student's culture, and a conclusion. Transition words and cohesive devices are used.	Three elements of the format are missing: Check to see if you have all of these: introduction, a presentation of the Francophone culutre, a presentation of the student's culutre, and a conclusion. Transition words and cohesive devices are missing.	Four elements of the format are missing: Check to see if you have all of these: introduction, a presentation of the Francophone culutre, a presentation of the student's culutre, and a conclusion. Transition words and cohesive devices are missing.	No submission
Advanced Grammar & Syntax	- Contains 4 or more correctly used advanced verb tenses such as le conditionnel, le conditionnel passé, le passé composé, l’imparfait, le plus-que-parfait, le subjonctif, le futur simple, or le futur antérieur - Contains 4 complex sentences using dependent clauses, subordinating conjunctions, adverbs, or gerunds. -Contains many compound sentences and some simple sentences.	- Contains 3 correctly used advanced verb tenses such as le conditionnel, le conditionnel passé, le passé composé, l’imparfait, le plus-que-parfait, le subjonctif, le futur simple, or le futur antérieur - Contains 3 complex sentences using dependent clauses, subordinating conjunctions, adverbs, or gerunds. -- Contains many compound sentences (two independent clauses connected together with a coordinating conjunction) and a few simple sentences.	- Contains 3 correctly used advanced verb tenses such as le conditionnel, le conditionnel passé, le passé composé, l’imparfait, le plus-que-parfait, le subjonctif, le futur simple, or le futur antérieur - Contains 2 complex sentences using dependent clauses, subordinating conjunctions, adverbs, or gerunds. - Contains mostly compound sentences (two independent clauses connected together with a coordinating conjunction) and a few simple sentences.	- Contains 2 correctly used advanced verb tenses such as le conditionnel, le conditionnel passé, le passé composé, l’imparfait, le plus-que-parfait, le subjonctif, le futur simple, or le futur antérieur - Contains 1 complex sentence using dependent clauses, subordinating conjunctions, adverbs, or gerunds - Contains a balance of compound sentences (two independent clauses connected together with a coordinating conjunction) and simple sentences.	- Contains 1 correctly used advanced verb tenses such as le conditionnel, le conditionnel passé, le passé composé, l’imparfait, le plus-que-parfait, le subjonctif, le futur simple, or le futur antérieur - Does not contain complex sentences using dependent clauses, subordinating conjunctions, adverbs, or gerunds. - Contains very few compound sentences (two independent clauses connected together with a coordinating conjunction) and mostly simple sentences.	No submission
AP Scoring Guidelines	• Effective treatment of topic within the context of the task • Clearly compares the student's own community with the target culture, including supporting details and relevant • Demonstrates understanding of the target culture, despite a few minor inaccuracies • Organized presentation; effective use of transitional elements or cohesive devices • Fully understandable, with ease and clarity of expression; occasional errors do not impede comprehensibility • Varied and appropriate vocabulary and idiomatic language • Accuracy and variety in grammar, syntax and usage, with few errors • Mostly consistent use of register appropriate for the presentation • Pronunciation, intonation and pacing make the response comprehensible; errors do not impede comprehensibility • Clarification or self-correction (if present) improves comprehensibility	• Generally effective treatment of topic within the context of the task • Compares the student's own community with the target culture, including some supporting details and mostly relevant examples • Demonstrates some understanding of the target culture, despite minor inaccuracies • Organized presentation; some effective use of transitional elements or cohesive devices • Fully understandable, with some errors which do not impede comprehensibility • Varied and generally appropriate vocabulary and idiomatic language • General control of grammar, syntax and usage • Generally consistent use of register appropriate for the presentation, except for occasional shifts • Pronunciation, intonation and pacing make the response mostly comprehensible; errors do not impede comprehensibility • Clarification or self-correction (if present) usually improves comprehensibility	• Suitable treatment of topic within the context of the task • Compares the student's own community with the target culture, including a few supporting details and examples • Demonstrates a basic understanding of the target culture, despite inaccuracies • Some organization; limited use of transitional elements or cohesive devices • Generally understandable, with errors that may impede comprehensibility • Appropriate but basic vocabulary and idiomatic language • Some control of grammar, syntax and usage • Use of register may be inappropriate for the presentation with several shifts • Pronunciation, intonation and pacing make the response generally comprehensible; errors occasionally impede comprehensibility • Clarification or self-correction (if present) sometimes improves comprehensibility	• Unsuitable treatment of topic within the context of the task • Presents information about the student's own community and the target culture, but may not compare them; consists mostly of statements with no development • Demonstrates a limited understanding of the target culture; may include several inaccuracies • Limited organization; ineffective use of transitional elements or cohesive devices • Partially understandable, with errors that force interpretation and cause confusion for the listener • Limited vocabulary and idiomatic language • Limited control of grammar, syntax and usage • Use of register is generally inappropriate for the presentation • Pronunciation, intonation and pacing make the response difficult to comprehend at times; errors impede comprehensibility • Clarification or self-correction (if present) usually does not improve comprehensibility	• Almost no treatment of topic within the context of the task • Presents information only about the student's own community or only about the target culture, and may not include examples • Demonstrates minimal understanding of the target culture; generally inaccurate • Little or no organization; absence of transitional elements and cohesive devices • Barely understandable, with frequent or significant errors that impede comprehensibility • Very few vocabulary resources • Little or no control of grammar, syntax and usage • Minimal or no attention to register • Pronunciation, intonation and pacing make the response difficult to comprehend; errors impede comprehensibility • Clarification or self-correction (if present) does not improve comprehensibility	No submission
Response Posts	Original Post is made early enough before the deadline so that others can comment on the post and so that student can respond to others who make comments to them before the deadline. Three or more response posts are present and encourage more participation through asking thought provoking questions based on content of others. Student has also responded to all questions from others.	Original Post is made early enough before the deadline so that others can comment on the post and so that student can respond to others who make comments to them before the deadline. Two response posts are present and encourage more participation through asking thought provoking questions based on content of others. Student has also responded to all questions from others.	Original Post is made early enough before the deadline so that others can comment on the post and so that student can respond to others who make comments to them before the deadline. One response post is present and encourages more participation through asking thought provoking questions based on content of others. Student has also responded to all questions from others.	Original Post is not made early enough before the deadline and therefore does not contribute to the overall discussion. The post does not allow time for others to read and respond to it. The student may have made response posts to others but these were completed so close to the deadline that the other students did not have the opportunity to respond and therefore the attempts do not contribute to the overall discussion.	Original Post is not made early enough before the deadline and therefore does not contribute to the overall discussion. The post does not allow time for others to read and respond to it. The student has not made response posts to others.	No submission
Overall Score	Level 6 41 or more	Level 5 34 or more	Level 4 27 or more	Level 3 20 or more	Level 2 13 or more	Level 1 0 or more