Howard County Public Schools

WORLD LANGUAGES: HOLISTIC WRITING RUBRIC FOR STUDENT GROWTH

LEVEL IV

Student Name:

Class Period:

Assignment:

Date:

I CAN
Vocabulary
What language do I use

Intermediate High

Intermediate Mid

Intermediate Low

Novice High

Use words and

expressions from a wide
range of topics and
begin to use expanded
words within a topic

Use a variety of learned

words and phrases on a
range of familiar topics

Use learned words and

phrases on familiar
topics

Narrate, argue, or
explain with details,
elaboration, clarification,
or justification

Describe or explain with

details and elaboration,
and begin to provide
clarification or
justification

Describe or explain with

some details and
elaboration

Provide basic
information and begin to
provide details

Implement basic target

language structures and
a variety of advanced
structures with multiple
time frames

Implement basic target

language structures with
variety in time frames
and increased use of
advanced structures

Implement basic target

language structures with
variety in time frames
and occasional use of
advanced structures

Implement basic target

language structures with
some variety in time
frames

Create with language

(do not rely on
memorized chunks)

Create with language

(do not rely on
memorized chunks)

Create with language

(do not rely on
memorized chunks)

Create simple sentences

and begin to use some
connectors

Connect simple
sentences to create
longer sentences

Use complete sentences

with connectors
appropriate for this level

Use expanded words

and expressions from a
wide range of topics
Use some idiomatic
expressions

Functions &
Structures
How do I use the
language?

Level of Discourse
To what extent do I use
the language?

Comprehensibility
How well am I
understood during this
task?

Begin to create multiple

paragraph discourse
with a variety of
connectors

Create paragraph-length
discourse with
connectors appropriate
for this level

Be understood without
difficulty by someone
unaccustomed to
language learners,
including native
speakers

Be understood with
occasional difficulty by
someone unaccustomed
to language learners

Be understood with little

difficulty by someone
accustomed to language
learners; and when I am
not, it may be because
of errors in spelling, use
of accent marks,
punctuation, and/or
capitalization

Be generally understood
by someone
accustomed to language
learners; and when I am
not, it may be because
of errors in spelling, use
of accent marks,
punctuation, and/or
capitalization

Developing
2
My errors in grammar,
word order, and word
choice for this level
sometimes prevent
communication
I complete most of what
was required

Basic
1
My errors in grammar,
word order, and word
choice for this level often
prevent communication

I complete more of the

task than was required

Proficient
3
My errors in grammar,
word order, and word
choice for this level do
not prevent
communication
I complete everything
that was required

The content is
appropriate

The content is
appropriate

The content is mostly

appropriate

The content is often

inappropriate

Ideas are well

developed and well
organized

Ideas are adequately

developed

Ideas are undeveloped

WORLD LANGUAGES: ACROSS PROFICIENCY LEVELS

Language Control
How accurate is my
language?
Content of Message
How much of the
message do I deliver?

Exemplary
4
I do not make errors in
grammar, word order,
and word choice
appropriate for this level

I complete little of what

was required

Adapted from the Jefferson County Public Schools World Languages: Performance Assessment Rubrics (Kentucky), Delaware Integrated World
Language Performance Assessments, the PALS: Performance Assessments for Language Students (Fairfax County Public Schools), the ACTFL
Performance Guidelines for K-12 Learners, and LinguaFolio.