Descriptive Rubrics 5 (A) [Demonstrates excellence]
The student demonstrates a strong command of the language through excellent control of complex stuctures, idioms, and general vocabulary. The student’s message is very effectively communicated. Required responses are provided in an appropriate and creative fashion through thematic development. There are almost no significant errors.
4 (B) [Demonstrates good command with only limited difficulties]
The student demonstrates consistently good use of the language. He/She shows good control of elementary structures and suggests understanding of more complex. His/Her message expressed is generally comprehended by the listener. Vocabulary is used coherently. The student makes appropriate use of circumlocution (i.e. vocabulary and expressions that are less appropriate and direct, but still communicate an intelligible and suitable answer). There are a few significant errors and some awkwardness of expression.
3 (C) [Demonstrates adequate command with some weaknesses]
The student demonstrates acceptable use of the language. The message is comprehensible, although difficult, at times, to follow. The use of vocabulary is appropriate but limited and there is occasional interference from vocabulary of the student's native language. In writing there are some significant spelling errors. Occasionally, there are serious grammatical errors that interfere with comprehension. In oral work the student’s pronunciation shows sufficient deviation from that of a native speaker so that occasional confusion results on the part of the listener.
2 (D) [Falls below expectations]
The message is communicated with difficulty and is unclear. There are numerous errors in word order and forms, along with inappropriate or quite limited use of vocabulary and idiomatic structures. In oral work the student’s pronunciation shows dramatic deviation from that of a native speaker so that frequent confusion and lack of comprehension result on the part of the listener. There is little evidence that the student meets minimal expectations.
1 (F) [Unacceptable]
The student demonstrates clear lack of competence. The message communicated is barely intelligible or not at all. There is little or no sense of word order and forms. Vocabulary is repetitive, extremely limited, and inadequate. In oral work the student demonstrates no ability to mirror, even on the most basic level, the pronunciation of a native speaker. There is virtually no comprehension on the part of the listener.
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Rubrics for Holistic Scoring 5 (A) DEMONSTRATES EXCELLENCE IN ACHIEVING EXPECTATIONS
- MESSAGE AND STYLE: very effectively communicated; meaningful; sophisticated; no difficulty with
spelling, capitalization or punctuation
- CONTENT: full development; supporting details; appropriate to task
- VOCABULARY AND EXPRESSION: creative, widest variety possible for task and proficiency level of student;
good idiomatic usage; consistent in expressing well articulated ideas
- STRUCTURE: virtually free of significant errors; superior control of a wide variety of grammatical structures
- FLUENCY: smooth, natural delivery; ease of expression; good transitions
- EFFORT TO COMMUNICATE: extraordinary; willing to take risks
- PATTERN OF ORGANIZATION: consistent and logical; ideas clearly developed
- OVERALL SOUND OF LANGUAGE: pronunciation and intonation refined; fully understood by native speaker
4 (B) MEETS EXPECTATIONS WITH LIMITED PROBLEMS
- MESSAGE AND STYLE: generally comprehensible; appropriate; signs of sophistication; may have some
difficulty with spelling, punctuation, capitalization
- CONTENT: fairly thorough; sufficient for task
- VOCABULARY AND EXPRESSION: above average range; varied and appropriate; lends clarity to details; some
idiomatic usage; may alternate between excellent expression & some difficulties conveying meaning
- STRUCTURE: generally accurate; some variety; some patterns of error, few serious errors; little
interference from the native language
- FLUENCY: moderately smooth; some awkwardness; some transitions; usually successful at self-correction
- EFFORT TO COMMUNICATE: considerable
- PATTERN OF ORGANIZATION : adequate, some lapses
- OVERALL SOUND OF LANGUAGE: good pronunciation and intonation, native language sound is
evident; generally understood by native speakers
3 (C) ADEQUATE BUT WITH SOME WEAKNESSES
- MESSAGE AND STYLE: some ideas clear; some difficulties; simplistic with some evidence of
translation; some repetition; frequent errors in spelling, punctuation, capitalization
- CONTENT: limited and/or meaning difficult to grasp; some irrelevant information; may veer off topic
- VOCABULARY AND EXPRESSION: adequate range but little variety; little idiomatic usage; absence of key
vocabulary
- STRUCTURE: comprehensible with effort; some serious errors; absence of variety, some interference
with meaning; simple structures usually correct
- FLUENCY: not consistently smooth; awkward; frequent halting; unnatural pauses; strained expression; may
self- correct
- EFFORT TO COMMUNICATE: some
- PATTERN OF ORGANIZATION: inconsistent
- OVERALL SOUND OF LANGUAGE: Native language is clearly identifiable throughout but does not interfere with
general clarity. Native speaker would understand main ideas.
2 (D) FALLS BELOW EXPECTATIONS
- MESSAGE AND STYLE: unclear and/or communicated with difficulty; forces interpretation; very repetitive;
significant errors in spelling, punctuation, capitalization
- CONTENT: lacking or repetitious
- VOCABULARY AND EXPRESSION: inappropriate or inadequate leading to miscommunication; frequent
anglicisms
- STRUCTURE: significant, constant patterns of error; inappropriate or inadequate; forces interpretation
- FLUENCY: little or no flow; few transitions; very halting, fragmentary delivery; rarely self-corrects
- EFFORT TO COMMUNICATE: very little
- PATTERN OF ORGANIZATION: little logic
- OVERALL SOUND OF LANGUAGE: poor; native speaker would be highly distracted so as to lose important parts
of message.
1 (F) UNACCEPTABLE
- MESSAGE AND STYLE: off topic; no ability to communicate ideas; irrelevant; incomprehensible
- CONTENT: off topic; directions not followed, incomplete
- VOCABULARY AND EXPRESSION: incorrect; persistent errors; few resources
- STRUCTURE: filled with errors leading to incomprehensibility; unsophisticated translations
- FLUENCY: none; not enough said to have any rhythm at all.
- EFFORT TO COMMUNICATE: assignment too short or not completed; sound but no meaning
- PATTERN OF ORGANIZATION : not discernible
- OVERALL SOUND OF LANGUAGE: not comprehensible; accent so distorted so as to interfere with almost all
parts of message
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Integrated Assessment in Modern Languages
At various times during your study of modern languages here at Wellesley, you will be evaluated not just on what you know of the language (vocabulary and grammar), but also on what you can do with the language in reading, writing, listening, and speaking. That is to say, your mastery of vocabulary and grammar will be tested in a context, such as going on vacation, going shopping, renting an apartment, in order to see how proficient or skilled you are at a given task that you should have mastered in your study. We call this integrated or holistic assessment; this means that all parts of your language learning are evaluated as you carry out a given assignment.
Among the many advantages to this system of assessment is that you will be able to understand better what your precise strengths and weaknesses are. Another is that all teachers of a given language participate in the grading of major examinations, thus assuring a fair evaluation of your achievement. Yet another advantage is that the different parts of examinations will be given over several days or longer and will count equally; your strengths in one area will offset weaknesses in another. Thus your chances of success are much greater and the evaluation of your language proficiency will be more accurate.
Integrated assessment reflects the current thinking of language educators on both statewide and nationwide levels. We believe it offers the best feedback and preparation for adults in the twenty-first century.
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Explanation of Grading
Rubrics: In all foreign language courses rubrics have been or are being developed that are designed to give students more detailed and specific information regarding performance in reading, writing, and, where applicable, speaking and listening. The grades students receive refer to their level of proficiency in accordance with these rubrics, and are designated by the numbers 1, 2, 3, 4, and 5, with 5 being the highest. Percentage grading, reflecting quantity and not quality, is therefore not needed nor used.
Sequential Grading: The nature of study and mastery in virtually all foreign language courses is such that a student is required constantly both to retain all materials learned from the onset of study and to build upon these to achieve greater mastery of all elements of the language. For this reason, the department believes that for us the averaging of grades over the course of the year makes little sense. As an illustration let us consider the following sets of grades: A [at the end of the first quarter], C [at the midyear], F [at the end of year] for student one, and the reverse for student two [viz. F, C, and A]. The averages in both instances would be about a C, yet it is obvious that student two is penalized for such an averaging, as he or she has actually mastered virtually all of the material by the end of the year, and student one would be shown to be in average control of the materials, whereas in truth he or she has substandard control. With the process of sequential grading such inequities are righted. Student one would receive a grade below C and student two would receive a grade above C. This system is not only fairer in the case of sequential courses such as ours, but also offers constant encouragement to students to try their best and improve, for their efforts will be rewarded. Conversely, it penalizes students who perform well at the outset and then choose to rest upon their laurels with the expectation that their earlier achievement will preclude a failing grade in the course.
Questions regarding either of these Classical and Modern Language Department policies may be directed to the department head.
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