IB Language A Level 2 Criteria Rubric 1 2 3 4 5 6 Criteria Deficient Limited Basic Skilled Advanced Mastered demonstrates The student demonstrates Demonstrates a very limited Demonstrates a basic Demonstrates a sufficient Demonstrates a proficient Demonstrates a perceptive little or no awareness of the understanding of the understanding of the relevant understanding of the understanding of the relevant understanding of the relevant aspects of Content topic. The work lacks detail, relevant aspects of the topic aspects of the topic or theme. relevant aspects of the topic aspects of the topic or theme. the topic or theme. Work consistently A development and support. or theme. The work lacks Work displays insufficient or theme. Work displays Work displays substantial details, displays illustrative detail, development Creative pieces do not detail, development, and detail, development and adequate details, support support and development. and support. Creative pieces reflect a reflect imagination and support. Creative pieces . support. Creative pieces and development. Creative Creative pieces reflect high degree of imagination and sensitivity. reflect superficial reflect some imagination and pieces reflect a degree of substantial imagination and sensitivity. imagination and sensitivity. sensitivity. The student’s imagination and sensitivity. sensitivity. The student’s Student’s response to literature The student’s response to response to literature The student’s response to response to literature demonstrates a sophisticated analysis of demonstrates literature demonstrates little demonstrates a superficial literature demonstrates an demonstrates a good the author’s intention and techniques. or no awareness of the awareness of the author’s awareness of the author’s appreciation of the author’s author’s intention intention and techniques. intention and techniques. intention and techniques. /techniques. The student’s work is The student’s work is The student’s work shows the The student’s work is The student’s work is usually well The student’s work is consistently well Organization generally disorganized and superficially organized with organization, beginnings of organization but organized, clear and organized, clear and coherent and coherent, coherent, organized, clear and coherent and confused, and arguments are no regard to logical order. lacks significant logical order. coherent, coherent and most arguments are presented in a arguments are presented in a perceptive not presented in a logical Paragraphs and transitions Paragraphs and transitions arguments are presented in a thoughtful, logical manner. and persuasive manner. Paragraph B manner. Paragraph weak. are weak demonstrate a lack of cohesion logical manner. Paragraph Paragraph structure and structure and transitions effectively structure and transitions are throughout the essay. structure and transitions are transitions help to develop the develop and support the ideas being non-existent. very weak or non-existent apparent. apparent ideas. expressed. expressed Use of vocabulary is Use of vocabulary is very Use of vocabulary is Use of vocabulary is usually Use of vocabulary is appropriate Use of vocabulary is always appropriate Style inappropriate and limited. limited Frequent errors in limited. sometimes inappropriate or appropriate and generally varied. and varied Occasional and greatly varied with very infrequent nfrequent Very frequent errors in conventions and mechanics vague. vague Regular errors in varied. varied Some conventional errors conventional errors occur, but errors in convention/ & conventions and mechanics hinder communication. Little conventions and mechanics. errors occur, sometimes rarely hinder communication. mechanics/pronunciation. Writing Language obscure meaning and attempt has been made to Attempts to use a variety of hindering communication. Consistently and correctly uses a reflects a mature command of sentence communication. No attempt use a register suitable to sentences, phrases, and The student often uses a variety of sentences, phrases, and structure and phrases. Student has C to distinguish purpose or purpose and audience. register to suit purpose and register suitable to purpose register to suit purpose and mastered the use of register suitable to audience through register. audience. and audience. audience. purpose and audience.
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