Standard IB Language A Rubric

Criterion A: Content

Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student shows very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support.
In creative work, pieces use very limited imagination or sensitivity; the student rarely uses literary devices, or uses literary and/or non-literary devices that do not serve the lesson’s objectives.
The use of terminology is missing, inconsistent and/or incorrect.
3–4
The student shows limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient.
In creative work, pieces use limited imagination or sensitivity; the student attempts to use literary and/or non-literary devices; these sometimes serve the lesson’s objectives.
The use of terminology is sometimes accurate and appropriate.
5–6
The student shows a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support.
In creative work, pieces reflect some imagination and sensitivity; the student generally uses literary and/or non-literary devices that serve the lesson’s objectives.
Terminology is usually accurate and appropriate.
7–8
The student shows a good understanding of the text, topic and the author’s choices, using substantial detail, development and support.
In creative work, pieces reflect imagination and sensitivity; the student uses literary and/or non-literary devices that serve the lesson’s objectives.
Relevant terminology is used accurately and appropriately.
9–10
The student shows a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support.
In creative work, pieces reflect a lot of imagination and sensitivity; the student uses literary and/or non-literary devices effectively that serve the lesson’s objectives.
The student shows a sophisticated command of relevant terminology, and uses it appropriately.

Criterion B: Organization

Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student rarely uses organizational structures and/or language-specific conventions, or uses those that do not serve the lesson’s objectives.
The work is generally disorganized, unclear and/or incoherent.
The student uses important tools inappropriately or not at all.
3–4
The student sometimes uses organizational structures and/or language-specific conventions that serve the lesson’s objectives.
The work shows the beginnings of organization but lacks coherence.
The student uses important tools with limited success.
5–6
The student usually uses organizational structures and language-specific conventions that serve the lesson’s objectives.
The work is generally organized, clear and coherent.
The student generally uses important tools correctly.
7–8
The student consistently uses organizational structures and language-specific conventions that serve the lesson’s objectives.
The work is usually well-organized, clear and coherent and the ideas being expressed build on each other.
The student uses important tools correctly.
9–10
The student consistently uses sophisticated organizational structures and language-specific conventions that serve the lesson’s objectives.
The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.
The student integrates important tools correctly and effectively.

Criterion C: Style and language mechanics

Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student uses a very limited range of appropriate vocabulary, expression, and sentence structure. There are very frequent errors in grammar and sentence structure, which persistently hinder communication.
There is little or no evidence of tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In oral/presentation work there is little or no proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
3–4
The student uses a limited range of appropriate vocabulary, expression, and sentence structure. There are frequent errors in grammar and sentence structure, which hinder communication.
There is some evidence of tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
There are frequent errors in punctuation and spelling/writing, which hinder communication. In oral/presentation work there is some proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
5–6
The student generally uses a range of appropriate vocabulary, expression, and sentence structure. Grammar and sentence structure are generally accurate; occasional errors sometimes hinder communication.
The student often uses tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. In oral/presentation work there is adequate proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
7–8
The student uses a range of appropriate vocabulary, expression, and sentence structure. Grammar and sentence structure are accurate; occasional errors rarely hinder communication.
The student consistently uses tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. In oral/presentation work there is a good level of proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.
9–10
The student employs a wide and effective range of appropriate vocabulary, expression, and sentence structure. Grammar and sentence structure are accurate; very infrequent errors do not hinder communication.
The student uses mastery of tone, vocabulary, grammar, sentence structure, and style that serve the lesson’s objectives.
Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In oral/presentation work there is a high level of proficiency in pronunciation, intonation, tone, pitch, inflection, pace, pausing, voice control, volume, projection, body language, gesture, eye contact, as appropriate to the language being studied.

Total Score (Scores will reflect which criterion the student is graded on for this task. Blank lines indicate the student was not assessed for that particular criterion).
A:

C:__