[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-491232-105":59,"doc-detail-491232-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","sample-assessment-rubrics-102-introduction-speaking-and-writing","Sample Assessment Rubrics - 102 - Introduction - Speaking and Writing","","Sample assessment rubrics defining expectations for speaking and writing aligned with LOTE Checkpoint C. The document explains that rubrics communicate standards, achievement levels, and areas needing improvement, supporting evaluation beyond grades. It includes guidance on when and how teachers can distribute or modify rubrics for unit activities. Speaking assessment materials outline scoring dimensions and descriptors for pronunciation, fluency, syntax, vocabulary, initiation, response, conversational strategies, structure, and cultural appropriateness.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sample-assessment-rubrics-102-introduction-speaking-and-writing/491232/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sample-assessment-rubrics-102-introduction-speaking-and-writing/491232.png","ImageObject",300,407,{"name":92,"@type":93},"Eliana","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the three goals of the assessment rubrics?","Question",{"text":112,"@type":113},"The rubrics inform students of standards and expectations, explain levels of achievement, and specify areas needing improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the teacher need to create or modify assessments for LOTE Checkpoint C?",{"text":117,"@type":113},"Because LOTE Checkpoint C does not have formal standardized assessments, teachers create evaluation methods so students understand their progress.",{"name":119,"@type":110,"acceptedAnswer":120},"What dimensions are used in the speaking rubric?",{"text":121,"@type":113},"The rubric includes pronunciation, fluency, syntax, vocabulary, and other speaking-related dimensions within an informal speaking rubric framework such as initiation, response, conversational strategies, structure, and cultural appropriateness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},491232,1790945946,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},4398048949847,"https://ap-avatar.wpscdn.com/avatar/400002536579ef2da7f?_k=1778318612642679267","Sample Assessment  \nRubrics  \n102  \nIntroduction  \nThe following sample assessment rubrics can be modified by the teacher to match the  \nunit activities of LOTE Checkpoint C. The sample rubrics define expectations for speaking and writing.  \nAssessment rubrics should accomplish three goals:  \n• inform the students of standards and expectations  \n• inform the students about levels of achievement  \n• inform the students about specific areas in need of improvement.  \nSince the LOTE Checkpoint C level does not have formal standardized assessments, it is important that the teacher create some form of evaluation so that students are informed about their progress. Teachers are encouraged to modify the enclosed rubrics or create their own, so that grades are not the only form of student assessment.  \nCheckpoint C classroom teachers may prefer to distribute assessment rubrics at the beginning of a unit, so that students are aware of expectations and understand how their work will be evaluated.  \nThe following rubrics, guidelines, and checklist are used in conjunction with the New York State LOTE assessments:  \n• Informal Speaking Rubric  \n• Guidelines for Speaking  \n• Checkpoint C Writing Rubric  \n• Word Count Guidelines  \n• Writing Checklist.  \nSpeaking Rubric  \nThis rubric uses four 5-point scales (20 total points) . Select some or all of the  \nassessment purposes. For example, vocabulary may be deleted or combined another category.  \ntopics for with  \n\n| Pronunciation\u003Cbr>5 Phonetically correct Almost error-free Awareness of accent\u003Cbr>Genuine effort to sound like native speaker\u003Cbr>4 Comprehensible, generally correct Occasional error\u003Cbr>3 Frequent errors that confuse listener and require guessing at meaning\u003Cbr>2 Many errors that interfere with comprehensibility\u003Cbr>1 Most utterances contain errors\u003Cbr>Many utterances are incomprehensible Little communication\u003Cbr>0 No attempt | Fluency\u003Cbr>5 Smooth flow\u003Cbr>Quick, continuous flow\u003Cbr>Natural pauses\u003Cbr>4 Occasional hesitation, searching for words Speaker can self-correct and respond to cues\u003Cbr>3 Halting, hesitating\u003Cbr>Visibly translating before responding Can rephrase and respond\u003Cbr>2 Frequent hesitations, searches for words Overly translates questions before response Repeats question word before response Eventually responds\u003Cbr>1 Constant searching for vocabulary, verb tense Does not complete utterances\u003Cbr>0 No attempt May repeat cue |\n| --- | --- |\n| Syntax\u003Cbr>5 No grammatical errors\u003Cbr>Speaker self-corrects without hesitation 4 Two or fewer syntax errors\u003Cbr>Minor errors that do not impede communication\u003Cbr>3 Frequent errors Self-corrects on some\u003Cbr>2 Many errors (agreement, verb forms) Errors in basic structures\u003Cbr>Errors impede communication\u003Cbr>1 Most structures incorrect\u003Cbr>Constant use of infinitive; no conjugation Listener understands only because of past experience\u003Cbr>0 No attempt or repeats cue | Vocabulary\u003Cbr>5 Very good; wide range\u003Cbr>Uses appropriate and new words and expressions\u003Cbr>Interesting response\u003Cbr>4 Good, appropriate vocabulary Generally good response\u003Cbr>3 Vocabulary is just adequate to respond No attempt to vary expressions Basic\u003Cbr>2 Inadequate vocabulary or incorrect use of lexical items\u003Cbr>Communication difficult\u003Cbr>1 Does not complete responses Responses one or two words in length Vocabulary repeated\u003Cbr>0 No attempt\u003Cbr>Totally irrelevant answer |\n\nInformal Speaking Rubric  \n\n| Dimension | The student: 4 | 3 |  | 2 |  |  |  | 1 |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- |\n| Initiation | Eagerly initiates speech, utilizing appropriate attentiongetting devices. Easily asks questions and speaks spontaneously. | Is willing to initiate speech, utilizing appropriate attention-getting devices. Asks questions and speaks evenly. |  | Sometimes initiates speech, using attention-getting devices. Sometimes asks questions and speaks hesitantly. |  |  |  | Is reluctant to initiate speech and struggles to ask questions. Speech is halting. |  |  ","cbCaiaGLnvUze446","https://ap.wps.com/l/cbCaiaGLnvUze446","pdf",295861,14,"English","# Introduction\n## Speaking Rubric\n## Informal Speaking Rubric\n## Writing Rubric\n## Word Count Guidelines\n## Writing Checklist","[{\"question\":\"What are the three goals of the assessment rubrics?\",\"answer\":\"The rubrics inform students of standards and expectations, explain levels of achievement, and specify areas needing improvement.\"},{\"question\":\"Why does the teacher need to create or modify assessments for LOTE Checkpoint C?\",\"answer\":\"Because LOTE Checkpoint C does not have formal standardized assessments, teachers create evaluation methods so students understand their progress.\"},{\"question\":\"What dimensions are used in the speaking rubric?\",\"answer\":\"The rubric includes pronunciation, fluency, syntax, vocabulary, and other speaking-related dimensions within an informal speaking rubric framework such as initiation, response, conversational strategies, structure, and cultural appropriateness.\"}]","Sample Assessment Rubrics - 102 - Introduction - Speaking and Writing | PDF",1790847109,35]