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_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–1
Appendix E: Assessment Blackline Masters Self-Assessment Checklist ......................................................................................... E–2
Self-Assessment Rating Scale ................................................................................... E–4
Peer-Assessment Checklist ........................................................................................ E–6
Self-Assessment Checklist and Goal-Setting .......................................................... E–8
Long-Term Goal-Setting ............................................................................................ E–10
Anecdotal Notes ........................................................................................................ E–12
Observation Checklist ............................................................................................... E–14
Checklist and Comments 1 ...................................................................................... E–16
Checklist and Comments 2 ...................................................................................... E–18
Rating Scale 1 ............................................................................................................. E–20
Rating Scale 2 ............................................................................................................. E–22
Rating Scale 3 ............................................................................................................. E–24
Rubric ........................................................................................................................... E–26
Rubric and Checklist .................................................................................................. E–28
________________________________________________________________________________
E-2 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Self-Assessment Checklist
Name: Udo Klasse: 4 Datum: d e r 2 . M ä r z
Ich kann … Ja! Noch nicht
talk about how German words and English words are sometimes similar
tell when someone has not understood what I have said
use gestures to help myself made understood
ask for help when I am stuck
make mistakes in German and not get discouraged
check my work to fix mistakes
Note: This sample self-assessment checklist allows students to indicate their ability to perform
various criteria.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–3
Self-Assessment Checklist
Name: Klasse: Datum: Ich kann … Ja! Noch
nicht
________________________________________________________________________________
E-4 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Self-Assessment Rating Scale
Name: Sophia Klasse: 5 Datum: der 3. März
Ich kann Nie Manchmal Meistens Immer
• talk about a story
• describe the characters
• talk about the problem
• talk the about the ending
• draw a picture about the story
• _____________________________
• ______________________________
Note: This self-assessment rating scale demonstrates how students can assess their performance as it relates to particular outcomes. The teacher decides whether or not to follow up with other activities, such as goal-setting.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–5
Self-Assessment Rating Scale
Name: Klasse: Datum:
Ich kann Nie Manchmal Meistens Immer
•
•
•
•
•
•
•
•
•
________________________________________________________________________________
E-6 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Peer-Assessment Checklist
Name: Nicole Klasse: 6 Datum: d e r 3 . M ä r z
Mein Partner / Patnerin Janelle Aufgabe: Gedicht “Mein Name”
Mein Partner/Meine Partnerin kann … Ja! Noch nicht
write a descriptive word in German for each letter in her name
write descriptive words that are positive and describe her well
use a dictionary or vocabulary list to find words to use
use a dictionary to check the spelling of the words
draw pictures that match the descriptive words she used
Gute Arbeit: You picked really good German words to describe yourself—some of
them were from our new vocabulary list.
Was besser sein könnte: Check your spelling using a dictionary or our
vocabulary lists. We wrote lots of these words down in our learning logs so they
might be there.
Note: This peer-assessment checklist allows students to give each other feedback about particular aspects of their work. Comments written should be constructive and specific.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–7
Peer-Assessment Checklist
Name: Klasse: Datum: Mein Partner/ Meine Partnerin:
Aufgabe:
Mein Partner kann/Meine Partnerin kann … Ja! Noch nicht
Gute Arbeit:
Was besser sein könnte:
________________________________________________________________________________
E-8 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Self-Assessment Checklist and Goal-Setting
Name: Julia Klasse: 4 Datum: der 1. Oktober Ich kann…
Ja!
Noch nicht
Was ich machen werde ...
say hello and goodbye
Say hello and goodbye in German to at least three people each day.
listen to other people’s opinions
Write down in my learning log the opinion of one person from my group.
tell others my opinion
Learn words to help me express my opinion.
get along with group members
Make sure that everyone has a chance to speak next time we work in groups.
Note: Self-Assessment Checklist and Goal-Setting allows students to assess their abilities and set goals to improve.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–9
Self-Assessment Checklist and Goal-Setting
Name: Klasse: Datum: Ich kann …
Ja!
Noch nicht
Was ich machen werde ...
________________________________________________________________________________
E-10 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Long-Term Goal-Setting
Name: Robert Klasse: 4 Datum: der 1. Okober
Goal #1:
By the end of this term, I would like to: know what to say to ask for directions in
German.
To achieve this goal, I will: look up the words I need to know and write a role-
play to perform with a friend.
My teacher can help me: with my pronunciation and make sure I am saying
things properly.
My parents can help me by: practising my role-play with me at home.
Goal #2:
By the end of this term, I would like to: learn more about what life was like in
Germany in the Middle Ages.
To achieve this goal, I will: research on the Internet and find books in the library.
My teacher can help me by: finding a helpful book in the library and finding
good websites on the Internet.
My parents can help me by: helping me understand the books I’m reading.
Note: This goal-setting sheet allows students to set long-term goals for their own learning and
could be included in students’ learning logs.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–11
Long-Term Goal-Setting
Name: Klasse: Datum: Goal #1:
By the end of this term, I would like to:
To achieve this goal, I will:
My teacher can help me:
My parents can help me:
Goal #2:
By the end of this term, I would like to:
To achieve this goal, I will:
My teacher can help me:
My parents can help me:
G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s E–12
Ane
cdot
al N
otes
Stud
ent
Nam
e Da
te
Act
ivity
O
utco
me
Yes
Not
Ye
t C
omm
ents
M
iche
l Ja
n. 8
S
tude
nts
liste
n to
sh
ort t
ext
and
reco
rd
mai
n po
ints
6.2
Lang
uage
Com
pete
nce/
List
enin
g—lis
ten
to
and
unde
rsta
nd th
e m
ain
poin
ts o
f an
oral
pr
esen
tatio
n on
a fa
mili
ar to
pic
in s
truct
ured
and
un
stru
ctur
ed s
ituat
ions
(Gra
de 4
)
See
med
to u
nder
stan
d th
e te
xt in
gen
eral
but
m
isse
d on
e m
ain
poin
t.
Josh
Ja
n. 8
S
tude
nts
liste
n to
sh
ort t
ext
and
reco
rd
mai
n po
ints
6. L
angu
age
Com
pete
nce/
List
enin
g—lis
ten
to
and
unde
rsta
nd th
e m
ain
poin
ts o
f an
oral
pr
esen
tatio
n on
a fa
mili
ar to
pic
in s
truct
ured
and
un
stru
ctur
ed s
ituat
ions
(Gra
de 4
)
Mad
e so
me
erro
rs, f
ollo
wed
som
e co
mm
ands
co
rrec
tly; w
ill d
o m
ore
revi
ew o
f voc
abul
ary.
Ali
Jan.
15
Co-
oper
ativ
e gr
oup
lang
uage
5.2
Enc
oura
ge, S
uppo
rt, a
nd W
ork
with
Oth
ers/
C
o-op
erat
e w
ith O
ther
s—ap
prec
iate
that
ev
eryo
ne in
a g
roup
has
to w
ork
toge
ther
to
achi
eve
grou
p ta
sks
and
act a
ccor
ding
ly
(Gra
de 4
)
Con
sist
ently
and
acc
urat
ely
used
turn
-taki
ng
voca
bula
ry.
Jann
a Ja
n. 1
5 S
mal
l gro
up
disc
ussi
on
5.2
Enc
oura
ge, S
uppo
rt, a
nd W
ork
with
Oth
ers/
C
o-op
erat
e w
ith O
ther
s—ap
prec
iate
that
ev
eryo
ne in
a g
roup
has
to w
ork
toge
ther
to
achi
eve
grou
p ta
sks
and
act a
ccor
ding
ly
(Gra
de 4
)
Som
etim
es a
cted
out
of t
urn
and
spok
e w
hen
othe
rs w
ere
talk
ing.
Mar
ika
Jan.
17
Sm
all g
roup
di
scus
sion
5.
2 E
ncou
rage
, Sup
port,
and
Wor
k w
ith O
ther
s/
Co-
oper
ate
with
Oth
ers—
appr
ecia
te th
at
ever
yone
in a
gro
up h
as to
wor
k to
geth
er to
ac
hiev
e gr
oup
task
s an
d ac
t acc
ordi
ngly
(G
rade
4)
Unp
rodu
ctiv
e an
d ac
ted
out o
f tur
n to
day.
Will
disc
uss
with
her
afte
r cla
ss. C
heck
aga
in n
ext
clas
s.
Mar
ika
Jan.
25
Sm
all g
roup
di
scus
sion
6.
1 Li
ngui
stic
Ele
men
ts/V
ocab
ular
y—ex
perim
ent
with
and
use
voc
abul
ary
and
expr
essi
ons
in a
va
riety
of c
lass
room
, sch
ool,
and
com
mun
ity
cont
exts
(Gra
de 4
)
Use
d so
me
exce
llent
exp
ress
ions
whi
le
pres
entin
g a
role
-pla
y.
Mic
hel
Jan.
25
Sha
ring
circ
le
6.1
Ling
uist
ic E
lem
ents
/Voc
abul
ary—
expe
rimen
t w
ith a
nd u
se v
ocab
ular
y an
d ex
pres
sion
s in
a
varie
ty o
f cla
ssro
om, s
choo
l, an
d co
mm
unity
co
ntex
ts (G
rade
4)
Impr
oved
spo
ntan
eous
use
of a
ppro
pria
te
voca
bula
ry.
Not
e: T
hese
ane
cdot
al n
otes
allo
w te
ache
rs to
gat
her i
nfor
mat
ion
abou
t sev
eral
diff
eren
t stu
dent
s as t
heir
perf
orm
ance
re
late
s to
diff
eren
t lea
rnin
g ou
tcom
es a
t diff
eren
t tim
es. I
n th
is sa
mpl
e, w
here
ver a
n un
satis
fact
ory
perf
orm
ance
was
ob
serv
ed, t
he te
ache
r pla
nned
ano
ther
opp
ortu
nity
to o
bser
ve th
e sa
me
stud
ent c
ompl
ete
an a
ctiv
ity in
whi
ch th
e sa
me
lear
ning
out
com
e is
add
ress
ed. T
he in
form
atio
n pr
ovid
ed b
y us
ing
this
type
of t
ool c
an b
e us
ed to
mod
ify
futu
re in
stru
ctio
n or
to d
iscu
ss st
uden
ts’ l
earn
ing.
A p p e n d i x E : B l a c k l i n e M a s t e r s E–13
Ane
cdot
al N
otes
Stud
ent
Nam
e Da
te
Act
ivity
O
utco
me
Yes
Not
Ye
t C
omm
ents
G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s E–14
Obs
erva
tion
Che
cklis
t
Stud
ent
Dat
e A
ctiv
ity
Out
com
e St
uden
t dem
onst
rate
s th
at h
e or
she
has
met
th
e ou
tcom
e.
Lees
a Se
pt. 2
3 Si
ngin
g G
erm
an s
ongs
7.
1 Se
lf-Id
entif
y/Va
luin
g G
erm
an la
ngua
ge a
nd th
e cu
lture
s of
G
erm
an-s
peak
ing
peop
les
(Gra
de 4
)
Yes
N
ot Y
et
M
arc
Sept
. 23
Sing
ing
Ger
man
son
gs
7.1
Self-
Iden
tify/
Valu
ing
Ger
man
lang
uage
and
the
cultu
res
of
Ger
man
-spe
akin
g pe
ople
s (G
rade
4)
Ye
s
Not
Yet
Andr
eas
Sept
. 23
Sing
ing
Ger
man
son
gs
7.1
Self-
Iden
tify/
Valu
ing
Ger
man
lang
uage
and
the
cultu
res
of
Ger
man
-spe
akin
g pe
ople
s (G
rade
4)
Ye
s
Not
Yet
Su
Mei
O
ct. 1
W
ord
stud
y 6.
1 Li
ngui
stic
Ele
men
ts/S
ound
-Sym
bol S
yste
m—
cons
iste
ntly
us
e, in
stru
ctur
ed s
ituat
ions
, all
elem
ents
of t
he s
ound
-sym
bol
syst
em (G
rade
4)
Ye
s
Not
Yet
Jack
O
ct. 1
W
ord
stud
y 6.
1 Li
ngui
stic
Ele
men
ts/S
ound
-Sym
bol S
yste
m—
cons
iste
ntly
us
e, in
stru
ctur
ed s
ituat
ions
, all
elem
ents
of t
he s
ound
-sym
bol
syst
em (G
rade
4)
Ye
s
Not
Yet
Ali
Oct
. 10
Secr
et w
ord
gam
e 6.
1 Li
ngui
stic
Ele
men
ts/S
ound
-Sym
bol S
yste
m—
cons
iste
ntly
us
e, in
stru
ctur
ed s
ituat
ions
, all
elem
ents
of t
he s
ound
-sym
bol
syst
em (G
rade
4)
Ye
s
Not
Yet
May
a O
ct. 1
0 Se
cret
wor
d ga
me
6.1
Ling
uist
ic E
lem
ents
/Sou
nd-S
ymbo
l Sys
tem
—co
nsis
tent
ly
use,
in s
truct
ured
situ
atio
ns, a
ll el
emen
ts o
f the
sou
nd-s
ymbo
l sy
stem
(Gra
de 4
)
Ye
s
Not
Yet
Phili
p O
ct. 1
0 Se
cret
wor
d ga
me
6.1
Ling
uist
ic E
lem
ents
/Sou
nd-S
ymbo
l Sys
tem
—co
nsis
tent
ly
use,
in s
truct
ured
situ
atio
ns, a
ll el
emen
ts o
f the
sou
nd-s
ymbo
l sy
stem
(Gra
de 4
)
Ye
s
Not
yet
Sim
one
Oct
. 25
Ded
uce
wor
d pa
ttern
rule
6.
4 La
ngua
ge L
earn
ing
Stra
tegi
es/C
ogni
tive—
iden
tify
and
use
a va
riety
of c
ogni
tive
stra
tegi
es to
enh
ance
lang
uage
lear
ning
(e
.g.,
use
men
tal i
mag
es to
rem
embe
r new
info
rmat
ion,
repe
at
wor
ds o
r phr
ases
in th
e co
urse
of p
erfo
rmin
g a
lang
uage
task
) (G
rade
4)
Ye
s
Not
yet
Nou
r O
ct. 2
7 D
educ
e w
ord
patte
rn ru
le
6.4
Lang
uage
Lea
rnin
g St
rate
gies
/Cog
nitiv
e—id
entif
y an
d us
e a
varie
ty o
f cog
nitiv
e st
rate
gies
to e
nhan
ce la
ngua
ge le
arni
ng,
(e.g
., us
e m
enta
l im
ages
to re
mem
ber n
ew in
form
atio
n, re
peat
w
ords
or p
hras
es in
the
cour
se o
f per
form
ing
a la
ngua
ge ta
sk)
(Gra
de 4
)
Ye
s
Not
yet
Not
e: I
n ca
ses w
here
the
stud
ent d
oes n
ot d
emon
stra
te a
par
ticul
ar c
riter
ion,
the
teac
her s
houl
d pl
an a
n ap
prop
riate
in
terv
entio
n.
A p p e n d i x E : B l a c k l i n e M a s t e r s E–15
Obs
erva
tion
Che
cklis
t
Stud
ent
Date
A
ctiv
ity
Out
com
e St
uden
t dem
onst
rate
s th
at h
e or
she
has
met
th
e ou
tcom
e.
Ye
s
Not
Yet
Ye
s
Not
Yet
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
Yes
N
ot Y
et
________________________________________________________________________________
E-16 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Checklist and Comments 1
Grade: 4 Date: May 3 Activity: Individual Q and A
Specific Outcome: 6.5 Language Use Strategies/interactive—identify and use a
variety of interactive strategies (e.g., use the other speaker’s words in
subsequent conversation)
Has met the outcome: Student Names: Yes Not Yet
• Jan • Al • Freddie • Kevin • Marissa • Su Mei • Ab • Elise • Nour • Benjamin • Lydia • Franco
Notes for future planning: Do a role-play activity in which we talk about productive
strategies students can use when speaking German (e.g., use non-verbal means to
communicate; use familiar repetitive patterns from stories, songs, and rhymes;
compensate for avoiding difficult structures by rephrasing). Students then record the
ideas in their learning logs and set goals for using them. Note: This checklist and comments tool demonstrates how a teacher can gather information on
several students’ performances as they relate to one learning outcome. The teacher can also plan for future instruction.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–17
Checklist and Comments 1
Grade: Date: Activity:
Specific Outcome:
Has met the outcome: Student Names: Yes Not Yet
• • • • • • • • • • • •
Notes for future planning:
________________________________________________________________________________
E-18 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Checklist and Comments 2
Grade: 4 Date: October 5 Activity: Interview a classmate about interests and hobbies
Specific Outcome(s): 6.3 Sociocultural/Sociolinguistic Elements/Register—
experiment with formal and informal uses of language in familiar contexts
Lance can: (Student name) Yes Not Yet
• ask classmate appropriate questions
• respond to classmate’s answers
• pronounce words comprehensibly
• use intonation to express inquiry
• use appropriate vocabulary related to hobbies and interests
• • • • •
Done well: Seems to have a good understanding of the vocabulary.
Could improve: Seems not to understand intonation and how it can affect meaning.
Note: This checklist and comments tool demonstrates how a teacher can record information about student performance against several criteria. In this sample, the student is being assessed against the same criteria found in the sample rubric. The teacher could use a checklist to check student performance part of the way through a task, such as a telephone conversation.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–19
Checklist and Comments 2
Grade: Date: Activity:
Specific Outcome(s):
can: (Student name) Yes Not Yet
•
•
•
•
•
•
•
•
•
•
Done well:
Could improve:
________________________________________________________________________________
E-20 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Rating Scale 1
Grade: 4 Date: March 10 Activity: Group classroom scavenger hunt
Specific Outcome: 5.2 Encourage, Support, and Work with Others/Co-operate
with Others—appreciate that everyone in a group has to work together to
achieve group tasks and act accordingly
Student meets the outcome:
Student Names: Never Sometimes Usually Always
• Jeremy
• David
• Raj
• Sunita
• Alicia
• Kendra
• Taylor
• Billy
• Dimitri
• Kim
• Tran
• Frida
• Tim
• Tania
• George
• Lilly
• Hannah
• Wes
Note: This sample rating scale demonstrates how a teacher can record the levels of performance for several students, based on a particular outcome.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–21
Rating Scale 1
Grade: Date: Activity:
Specific Outcome:
Student meets the outcome: Student Name: Never Sometimes Usually Always
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
________________________________________________________________________________
E-22 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Rating Scale 2
Grade: 4 Date: November 12 Activity: Unit: German Fairy Tales Specific Outcome(s): 1.1 Discover and Explore/Experiment with Language;
3.2 Select and Process/Identify Personal and Peer Knowledge; 6.1 Linguistic
Elements/Vocabulary; 6.2 Language Competence/Writing; 6.5 Language Use
Strategies/Productive
Student Name: Tania Criteria: Never Sometimes Usually Always
• was able to share basic information about a story read as a group
• identified the characters in the story correctly
• used descriptive words to describe the character
• wrote words and phrases clearly and correctly
• used illustrations to provide relevant details about the story
•
•
•
Note: This sample rating scale demonstrates how a teacher could record information about the quality of a student’s performance as it relates to learning outcomes.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–23
Rating Scale 2
Grade: Date: Activity:
Specific Outcome(s):
Student Name: Criteria: Never Sometimes Usually Always
•
•
•
•
•
•
•
•
•
•
________________________________________________________________________________
E-24 G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s
Rating Scale 3
Grade: 4 Date: March 10 Activity: Reading out some familiar words
Specific Outcome(s): 6.1 Linguistic Elements/Sound-Symbol System—consistently
use, in structured situations, all elements of the sound-symbol system
Levels of performance and corresponding criteria: Demonstrated excellent pronunciation on all words—no errors Demonstrated good pronunciation on almost all words—a few errors Demonstrated acceptable pronunciation on most words—several errors but
still comprehensible Demonstrated lots of errors—mostly incomprehensible
Name of Student: Name of Student: Saresh Derek Crystal Dakota Ellen Troy Jonathan Sam Jim Sal Rebecca Steven Janice Tran Polly
Note This rating scale provides an example of how a teacher can quickly indicate levels of students’ performances as they relate to one outcome.
_____________________________________________________________________________ A p p e n d i x E : A s s e s s m e n t B l a c k l i n e M a s t e r s E–25
Rating Scale 3
Grade: Date: Activity:
Specific Outcome(s):
Levels of performance and corresponding criteria:
Name of Student: Name of Student:
G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s E–26
Rubr
ic (G
rade
4)
Nam
e:
Jean
ne
Date
: O
ctob
er 1
7 A
ctiv
ity:
Con
vers
atio
n—M
akin
g pl
ans w
ith a
frie
nd
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
6.3
Soci
ocul
tura
l/ So
ciol
ingu
istic
El
emen
ts
– id
iom
atic
ex
pre
ssio
ns
Con
siste
ntly
und
erst
ands
and
us
es a
var
iety
of s
impl
e id
iom
atic
exp
ress
ions
as s
et
phra
ses.
Freq
uent
ly u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Som
etim
es u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Rare
ly u
nder
stan
ds a
nd u
ses a
va
riety
of s
impl
e id
iom
atic
ex
pres
sions
as s
et p
hras
es.
6.3
Soci
ocul
tura
l/ So
ciol
ingu
istic
El
emen
ts
– va
riatio
ns in
la
ngua
ge
Con
siste
ntly
acc
epts
in
divi
dual
diff
eren
ces i
n sp
eech
.
Freq
uent
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Som
etim
es a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Rare
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
6.3
Soci
ocul
tura
l/ So
ciol
ingu
istic
El
emen
ts
– so
cia
l co
nven
tions
Con
siste
ntly
use
s app
ropr
iate
or
al fo
rms o
f add
ress
for
peop
le fr
eque
ntly
en
coun
tere
d.
Freq
uent
ly u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r pe
ople
freq
uent
ly
enco
unte
red.
Som
etim
es u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r pe
ople
freq
uent
ly
enco
unte
red.
Rare
ly u
ses a
ppro
pria
te o
ral
form
s of a
ddre
ss fo
r peo
ple
frequ
ently
enc
ount
ered
.
Not
e: T
his r
ubric
dem
onst
rate
s how
a te
ache
r can
ass
ess o
ne st
uden
t’s p
erfo
rman
ce a
s it r
elat
es to
diff
eren
t lea
rnin
g ou
tcom
es.
A p p e n d i x E : B l a c k l i n e M a s t e r s E–27
Rubr
ic
Nam
e:
Da
te:
A
ctiv
ity:
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
G r a d e 4 t o G r a d e 6 G e r m a n L a n g u a g e A r t s E–28
Rubr
ic a
nd C
heck
list
Nam
e:
Elle
n Da
te:
Nov
embe
r 14
Act
ivity
: Te
leph
one
Con
vers
atio
n
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
6.3
Soci
ocul
tura
l/ So
ciol
ingu
istic
El
emen
ts
– id
iom
atic
ex
pre
ssio
ns
Con
siste
ntly
und
erst
ands
and
us
es a
var
iety
of s
impl
e id
iom
atic
exp
ress
ions
as s
et
phra
ses.
Freq
uent
ly u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Som
etim
es u
nder
stan
ds a
nd
uses
a v
arie
ty o
f sim
ple
idio
ma
tic e
xpre
ssio
ns a
s set
ph
rase
s.
Rare
ly u
nder
stan
ds a
nd u
ses a
va
riety
of s
impl
e id
iom
atic
ex
pres
sions
as s
et p
hras
es.
6.3
Soci
ocul
tura
l/ So
ciol
ingu
istic
El
emen
ts
– va
riatio
ns in
la
ngua
ge
Con
siste
ntly
acc
epts
in
divi
dual
diff
eren
ces i
n sp
eech
.
Freq
uent
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Som
etim
es a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
Rare
ly a
ccep
ts in
divi
dual
di
ffere
nces
in sp
eech
.
6.3
Soci
ocul
tura
l/ So
ciol
ingu
istic
El
emen
ts
– so
cia
l co
nven
tions
Con
siste
ntly
use
s app
ropr
iate
or
al fo
rms o
f add
ress
for
peop
le fr
eque
ntly
en
coun
tere
d.
Freq
uent
ly u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r pe
ople
freq
uent
ly
enco
unte
red.
Som
etim
es u
ses a
ppro
pria
te
oral
form
s of a
ddre
ss fo
r pe
ople
freq
uent
ly
enco
unte
red.
Rare
ly u
ses a
ppro
pria
te o
ral
form
s of a
ddre
ss fo
r peo
ple
frequ
ently
enc
ount
ered
.
Wor
k ha
bits
w
orke
d in
depe
nden
tly
w
orke
d w
ith s
ome
assis
tanc
e
w
orke
d w
ith m
inim
al a
ssist
ance
requ
ired
cons
tant
sup
ervi
sion
and
assis
tanc
e
Not
e:
This
rubr
ic d
emon
stra
tes h
ow a
teac
her c
an p
erfo
rm a
sses
smen
t of l
earn
ing
and
asse
ssm
ent f
or le
arni
ng a
t the
sam
e tim
e, u
sing
th
e sa
me
asse
ssm
ent t
ool.
This
com
bina
tion
of ru
bric
and
che
cklis
t rec
ords
info
rmat
ion
abou
t a st
uden
t’s p
erfo
rman
ce
acco
rdin
g to
spec
ific
outc
omes
, as w
ell a
s inf
orm
atio
n ab
out a
stud
ent’s
wor
k ha
bits
. Whe
n a
stud
ent d
emon
stra
tes a
pe
rfor
man
ce th
at is
bel
ow th
e ac
cept
able
leve
l, th
e ch
eckl
ist a
llow
s the
teac
her t
o re
cord
a re
ason
why
the
stud
ent d
id n
ot
perf
orm
at a
n ac
cept
able
stan
dard
and
pro
vide
a p
lan
for f
utur
e im
prov
emen
t.
A p p e n d i x E : B l a c k l i n e M a s t e r s E–29
Rubr
ic a
nd C
heck
list
Nam
e:
Da
te:
A
ctiv
ity:
Out
com
e Ex
celle
nt
Very
Goo
d A
ccep
tabl
e Lim
ited
Wor
k ha
bits
w
orke
d in
depe
nden
tly
w
orke
d w
ith s
ome
assis
tanc
e
w
orke
d w
ith m
inim
al a
ssist
ance
requ
ired
cons
tant
sup
ervi
sion
and
assis
tanc
e
