ANALYSIS
Actual,
High Risk
Nursing diagnoses.
|
Uses NANDA terminology. Defining
characteristics identified and accurate
for this patient.
Evidence listed in database and with
Nsg Dx.
|
Most nursing diagnoses accurate, concise &
substantiated by data documented.
Beginning use of NANDA terminology
Some points incomplete.
|
Key points missing. Data not in database.
One or two diagnoses are documented but
may not be appropriate for situation.
One or two nursing diagnoses listed
but not relevant/ priority unclear.
|
Wellness
Diagnoses
|
Targets more than one wellness diagnosis –
Accurately related to patient’s or family’s
data or situation
|
Includes one “Wellness diagnosis” based on
presenting data
|
No data described to support chosen
wellness diagnosis
Wellness diagnosis not included
| PLANNING |
Desired
outcomes
|
Clearly stated. Patient focused.
Measurable, realistic time limits.
Realistic for patient.
Appropriate for nurse.
|
Clearly stated. Accurate. Minor points missing
Minor point on discharge planning missing.
|
Not clearly stated. Does not relate to nursing diagnosis. Key points on discharge planning missing.
Unrealistic for patient and/or nurse.
|
DC
planning
|
Advocates for pt/family by addressing
potential future needs/concerns –
knows resources, recognizes need for
referrals
|
Discharge planning clear and individualized
|
Incomplete discharge plan or No discharge planning evident.
|
Planned
Interventions
|
Nursing interventions are appropriate, reflecting evidence based practice.
Rationale clear and correct.
Realistic for student to accomplish.
|
Basic nursing interventions listed yet may have a
narrow, more limited focus
Rationale clear, correct, with minor points missing.
|
Nursing interventions are not realistic
Not appropriate for nursing student or refelect medical
Rationale has key points missing/ can’t be
Substantiated.
| IMPLEMENTATION |
Direct care
Teaching
Collaboration
|
Complex interventions done with
instructor and/or staff nurse
Uses research-based interventions
(Evidence based practice)
Student shows initiative re teaching pt/
family re meds/ test results
Standards of care achieved with greater independence
Collaborating with pt/family desires and
The multidisciplinary team
|
Interventions done checked.
Key interventions are done independently in a
timely manner and according to standards of care.
Collaborative care efforts - nursing actions are
implemented and coordinated with
|
Guidance/assistance needed through most interventions. Student needs direction to
justify and administer prn meds.
Key interventions were not
implemented
Care is disorganized, unsafe or unsatisfactory to staff or family.
Incomplete evaluation
of pt response
Challenges with prioritizing and time management with multipe pt assignment
|
EVALUATION
|
Evaluations
|
Overall nursing care and plan evaluated. Outcome statements are evaluated on
outcome achieved or progress toward
the outcome.
Revisions and suggestions for change
Discussed - shows critical thinking
|
Evaluation of desired outcomes clear.
Brief analysis or minor omissions on suggestions
for revision.
|
Key points left out of evaluation statements.
Does not evaluate clearly
Related evaluation to nsg intervention rather
than desired patient outcomes
No reflection on entire process – limited
discussion re what worked, didn’t work, or
areas for revision
|
Medication evaluation
|
Clear evaluation specific to patient
Troubleshoots problems or actual
side effects w/ more independence and
implements appropriate plan for nsg
action
|
Efficacy and/or actual side effects discussed &
communicated to appropriate healthcare team
members,
Collaborates re appropriate interventions prn.
|
Provides laundry list of indications/side effects
for meds, ie. Not individualized to pt
Unable to evaluate impact of pharmacological interventions
required
|
N271 NURSING PROCESS PAPER (NPP) RUBRIC Number ______
Student _______________________________ Date______________________
Instructions: Turn in a copy of the rubric with each NPP. GRADE:_______________ Instructor:_____________________
SECTION
|
EXCELLENT
(Exceeds standard- meets satisfactory criteria and adds the following)
|
SATISFACTORY
(Meets standard- passing)
|
UNSATISFACTORY
(Below standard)
|
Nursing Assessment
|
Data Collection
|
Correctly identifies data and patient issues. Includes patient’s prior level of function. Incorporates understanding of primary and secondary medical diagnosis. Assessment includes information from the patient on the signs/symptoms and risk factors of the medical disorder which in not found in the medical record.
|
Patient identification complete and accurate.
Correct medical diagnoses identified.
Pertinent health history including acute and/or chronic conditions.
Explains surgery and/procedures.
Describes pathophysiology clearly addressing changes of form and/ or function and incorporating understanding of the significance of the secondary diagnosis.
Identifies protocols and care pathways.
|
Some sections are incomplete or inaccurate.
Understanding of patient’s experience related to admission complaint missing (i.e. time frames, symptom development). Health history provides limited detail. Pathophysiology does not address secondary conditions. Pathophysiology defined but not clearly described (copied from text or medical dictionary) and not related to patient.
Protocols omitted.
|
Anticipated Problems
|
Demonstrates understanding of prioritizing existing diagnosis. Defining characteristics and nursing interventions reflect comprehensive understanding of existing pathophysiology.
|
Problems are written with correct language and format and reflect understanding of patients primary and secondary diagnosis and related psychosocial responses.
|
Problem statements are correct but have some wording or format errors. Defining characteristics and/or interventions are not individualized for the patient. Any section is incomplete.
|
Medications/IVs
|
Specific purpose of meds includes understanding of the related medical diagnosis and understanding of related laboratory values if indicated.
|
Data is complete, accurate and clear. All medications have generic names listed. The specific purpose of each medication is correctly identified. Evaluation of the effectiveness of medications is complete and clear. Presence of side effects or lack of side effects is clearly documented for each medication.
|
All data is present but some of it is confusing or unclear. Some medications are listed by trade name only. Some evaluations of the effectiveness of medications are absent or unclear.
Any section is incomplete.
|
Laboratory/Diagnostic Tests
|
Abnormal values include knowledge of trends over time. The significance of the values and nursing implications demonstrate understanding of the patients primary and secondary disease states.
|
Abnormal values (or unexpected normal values) are identified with their normal ranges. The significance or possible causes for the abnormal values are identified. Nursing implications are appropriate for the patient.
|
Abnormal values are identified with normal ranges. The significance of the values and/or the implications for nursing care are appropriate for the lab value but lack understanding of the patient’s situation.
Any section is incomplete |
Human Needs/ System Assessment
|
Data is especially succinct, well organized, legible, representing language and format appropriate for current clinical practice. Entries for day 2 and 3 reflect detail appropriate for the patient’s changing condition.
|
Data clearly presented for each system focusing on abnormal findings and utilizing appropriate language, abbreviations, and symbols. Data includes in-depth assessment of current medical conditions (primary and secondary) and abnormal findings of the patient. Appropriate changes are noted for day 2 and 3.
|
Data present for each system but focuses mainly on normal or stable findings. Data lacks in-depth assessment on current medical conditions of patient.
Language or abbreviations do not reflect current clinical use. In-depth assessment of current problem areas missing. Abnormal findings recorded without appropriate investigation. Changes for day 2 and 3 lack detail. Sections are incomplete or absent.
|
Analysis (Nursing Diagnoses & Collaborative Problems)
|
Actual/High Risk Nursing Nursng Diagnoses/Collaborative Problems
|
Identifies inter-relationship of problems reflecting a comprehensive understanding of the individual and the pathophysiology. Problems are prioritized.
Both physiological and psychosocial problems are included.
|
Problems are in PES format. Signs and symptoms listed are present in the assessment data. High Risk and Collaborative problems are utilized reflecting understanding of the individual and the diagnosis.
|
Problems are not supported by the assessment data. Problems do not reflect correct understanding of the individual or the pathophysiology.
Absent, inaccurate, or inappropriate for patient
|
PLAN: Select one nursing diagnosis for Individualized Plan of Care
|
Discharge Problems, Needs & Plans
|
Progress on implementation of plans is discussed. Involved disciplines have been contacted regarding discharge needs.
|
Identifies problems or needs that would limit patient’s successful discharge. Identifies a specific plan or each problem. Person or discipline responsible to address each part of discharge plan is identified.
|
Describes discharge problems in non-specific language without identification of appropriate need or plan or discipline. Absent or unrealistic for patient and/or nurse
|
Individualized Care Plan: Nursing Diagnosis
|
Identifies a nursing diagnosis or collaborative problem that was not readily apparent and had been overlooked by staff.
|
Nursing diagnosis/collaborative problem is chosen from Problem Identification/ Analysis section of nursing process paper. Nursing diagnosis is complete in PES format, accurate and appropriate for patient.
|
Nursing Diagnosis is incorrectly stated. Nursing diagnosis was not on list of actual diagnosis, was incomplete in its documentation or was absent.
|
Desired Outcomes
|
Reflect understanding of patient’s current priority needs.
|
Outcomes are clearly stated, patient focused, -measureable, -time-limited, realistic for patient,-appropriate for nurse
|
Not clearly stated, not clearly measurable.
Outcomes do not relate to the identified problem.
|
IMPLEMENTATION
|
|
|
|
Nursing Interventions
|
Seeks additional references to incorporate innovative strategies in care.
|
Interventions lead to achieving outcomes, and would be clear to another nurse. Interventions are realistic to implement, and involve individualized actions not currently in place through protocols or standards of care. Nursing interventions have been checked to indicate implementation. Rational is clearly identified.
|
Interventions lack clarity. Language is ambiguous. The majority of identified interventions are already in place through existing protocols or standards. Rationale is not clearly identified. Nursing interventions are not checked to indicate if they were carried out.
Interventions are not directed toward the identified outcome.
|
EVALUATION
|
|
|
|
Evaluation of individual outcomes
|
After each ”Met” or “Not met” a brief description is included in how this was achieved.
|
Achievement of each outcome is indicated with “met” or “not met”.
|
Explanation of outcomes is given but it is not clear if each outcome was achieved or not. Evaluation is absent. Explanations of Nursing Interventions given.
|
Suggestions for revising plan.
|
Suggestions for revision demonstrate thoughtful reflection of the plan, its impact on the patient’s experience and how it could be improved.
|
Critical thinking skills are demonstrated through discussion of the plan in terms of “cause” and “effect” and how the plan could be improved.
|
Suggestions for revisions cover some of “not met” outcomes. Identifies problems in achieving outcomes but not suggestions for revisions included. The plan is evaluated in general terms lacking analysis
|
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APPENDIX H
ESL Rubric Development Project
Lauren Wilson, Project Manager
ESL Instructor, lwilso@ctc.edu x5869
The purpose of this project was to write and begin using assessment rubrics in Shoreline’s ESL courses level 1 to level 5. The rubrics, which are detailed descriptions of skill competencies in reading, writing, listening, speaking, and grammar, will facilitate smooth transitions within ESL levels 1 - 5 and to Academic ESL levels 6 – 8, for which rubrics have already been developed. The rubrics will benefit our program because they will standardize expectations for level completion, assist faculty members in on-going and final assessment of students, provide a framework for consistent grading practices, and allow for easier comparison of the skill level of students in different classes.
The rubrics were written in committee by a group of six faculty members: Holly Havnaer, Donna Linn (Winter only), John McCormick, Jo McEntire, Josie Saldin, Daina Smuidrins (Spring only) and Lauren Wilson. The group met consistently during winter and spring quarters, drafted the rubrics in pairs or groups of three, and then edited and discussed them in the whole group. Instructors will pilot the rubrics during the summer quarter.
The group worked very hard and benefited by the opportunity to discuss the goals of our program, and re-examine our curriculum and Master Course Outlines. The faculty who worked on this committee (half full-time and half associate) feel committed to the usefulness and importance of this project.
The next phase of the project – implementation – may be more of a challenge. Adult Basic Education and ESL programs are increasingly being asked to comply with federal requirements for standardized assessment in order to retain funding. Beginning in fall, our program must use a standardized test not of our choosing for federal and state recording purposes; however, as of yet, we will still be able to use our own assessment tools to measure the progress of our students. As these assessment changes are being made and faculty are adjusting to them, we hope that our rubrics will offer a clear and precise tool for faculty in their teaching.
The draft rubrics will be posted on the ESL faculty website by the end of the first week of summer quarter. The ones posted there will be the most finalized drafts, but I will attach working drafts below for your perusal.
Shoreline Community College ESL Rubrics DRAFT
Listening and Speaking LEVEL 1 6/2/18
|
Listening
|
Speaking
|
4
Exceptional
|
Accurately identify key information on basic topics (personal information, daily activities, family shopping, clothing, food, places in the community, etc.)
Almost always respond appropriately to simple yes/no and information questions (Be, simple present/continuous)
Almost always accurately follow one-step directions given orally or as indicated by appropriate gestures (sit down, come in, etc.)
Almost always identify or decode sound-symbol relationships
|
Almost always use appropriate grammar in basic sentences (to be, simple present/continuous, word order, pronouns, basic prepositions, adverbs of frequency, determiners, non-count/count), appropriate vocabulary, comprehensible pronunciation with little hesitation, while carrying out various tasks, such as:
answering personal info. questions
describing family, places, pictures, weather
explaining daily routine
asking for and giving change
stating likes/dislikes, basic wants/needs, and basic abilities
|
2
Developing
|
Often cannot identify key information on basic topics (see above)
Often cannot respond appropriately to simple yes/no and information questions (see above)
Often cannot follow one-step directions given orally or as indicated by appropriate gestures (see above)
Often cannot identify or decode sound-symbol relationships
|
Often cannot use appropriate grammar in basic sentences (to be, simple present/continuous, word order, pronouns, basic prepositions, adverbs of frequency, determiners, non-count/count), appropriate vocabulary, comprehensible pronunciation with little hesitation, while carrying out various tasks, as above
|
1
Beginning
|
Minimal ability to identify key information on basic topics (see above)
Minimal ability to respond appropriately to simple yes/no and information questions (see above)
Minimal ability to follow one-step directions given orally or as indicated by appropriate gestures (see above)
Minimal ability to identify or decode sound-symbol relationships
|
Minimal ability to use appropriate grammar in basic sentences (to be, simple present/continuous, word order, pronouns, basic prepositions, adverbs of frequency, determiners, non-count/count), appropriate vocabulary, comprehensible pronunciation with little hesitation, while carrying out various tasks, as above
|
Shoreline Community College ESL Rubrics DRAFT
Listening and Speaking LEVEL 2 6/2/18
|
Listening
|
Speaking
|
4
Exceptional
|
Accurately identify key information on a simple topic (individual, family, health, food, banking, jobs) found in level appropriate texts (read aloud, on a cassette or video)
Almost always respond appropriately to simple questions (past, present, and future yes/no and information questions)
Almost always accurately follow simple oral directions (map directions, doctor’s instructions, and basic recipes)
Almost always respond appropriately to basic non-verbal cues
|
Almost always use appropriate grammar in basic sentences (subject/verb agreement, word order, correct use of BE verb, present tenses, future with will, regular and some irregular past, with connecting words such as and, but, so, and because) appropriate vocabulary, comprehensible pronunciation, with little hesitation, while carrying out various tasks, such as:
-describe self and family
-open, maintain and close a conversation
-ask questions (with DO, BE and WH question words)
-express needs, wants, likes, dislikes
-state location and describe a simple process with imperatives (It’s on 4th Street, turn left, turn right, add water, etc.)
|
3
Competent
|
Almost always accurately identify key information on a simple topic found in level appropriate texts
Usually respond appropriately to simple questions (past, present, and future yes/no and information questions)
Usually follow simple oral directions (map directions, doctor’s instructions, and basic recipes)
Usually respond appropriately to basic non-verbal cues
|
Usually use appropriate grammar in basic sentences, vocabulary, comprehensible pronunciation, with little hesitation, while carrying out various tasks, as above
|
2
Developing
|
Often cannot identify key information on a simple topic found in level appropriate texts
Often cannot respond appropriately to simple questions
Often cannot follow simple oral directions
Often cannot respond appropriately to basic non-verbal cues
|
Often use incorrect grammar, inappropriate register and vocabulary; incomprehensible pronunciation and/or hesitation, while carrying out various tasks, as above
|
1
Beginning
|
Unable to identify key information on a simple topic found in level appropriate texts
Unable to respond appropriately to simple questions
Unable to follow simple oral directions
Unable to respond appropriately to basic non-verbal cues
|
use incorrect grammar, inappropriate register and vocabulary; incomprehensible pronunciation, with significant hesitation, while carrying out various tasks, as above
|
Shoreline Community College ESL Rubrics DRAFT
Listening and Speaking LEVEL 3 6/2/18
|
Listening
|
Speaking
|
4
Exceptional
|
Accurately identify key information on a familiar topic (family, school, work, health) found in level appropriate texts (read aloud, on cassettes or video) in both formal and informal registers
Almost always respond appropriately to questions (yes/no and information questions using present, past and present perfect verb tenses and time clauses)
Almost always accurately follow multi-step oral directions and map directions
Almost always respond appropriately to non-verbal cues
|
Almost always use appropriate grammar in full sentences when necessary (subject/verb agreement, correct verb tenses, modals and word order), appropriate register, basic appropriate vocabulary, comprehensible pronunciation, with little or no hesitation, while carrying out various tasks, such as:
- initiate and maintain conversations about familiar topics
-ask for clarification
-request information/assistance
-describe future goals
-give advice
-describe past experience
-share opinions
-describe changes in one’s life
-give directions
-explain a process
-report an injury, absence, accident
-describe a person, event
|
3
Competent
|
Usually accurately identify key information on a familiar topic
Usually respond appropriately to simple questions
Usually follow multi-step oral directions
Usually respond appropriately to non-verbal cues
|
Usually use appropriate grammar, register, vocabulary, comprehensible pronunciation and little hesitation, while carrying out various tasks, as above
|
2
Developing
|
Often cannot identify key information on a familiar topic
Often cannot respond appropriately to simple questions
Often cannot follow oral multi-step instructions
Often cannot respond appropriately to non-verbal cues
|
Often use incorrect grammar, and inappropriate register and vocabulary; incomprehensible pronunciation and/or hesitation while carrying out various tasks, as above
|
1
Beginning
|
Minimal ability to identify key information on a familiar topic
Minimal ability to respond to simple questions
Minimal ability to follow oral multi-step directions
Minimal ability to respond to non-verbal cues
|
use incorrect grammar and inappropriate register, vocabulary; incomprehensible pronunciation and/or hesitation, while carrying out various tasks, as above
|
Shoreline Community College ESL Rubrics DRAFT
Listening and Speaking LEVEL 4 6/2/18
|
Listening
|
Speaking
|
4
Exceptional
|
Almost always accurately identify essential and non-essential information in familiar, unfamiliar and authentic contexts (*personal, vocational, and academic)
Almost always apply various strategies to determine meaning in aural information (*context clues, drawing inferences)
Almost always differentiate between formal and informal register
Almost always distinguish among complex questions, statements, and imperatives.
Almost always follow complex directions (*such as for group projects)
Almost always appropriately respond to and use non non-verbal communication
|
Almost always use appropriate grammar in full sentences when necessary (*including noun and adverbial clauses, present, past, future, progressive and perfect tenses, modals, gerunds and infinitives)
Almost always use appropriate register and vocabulary, when possible incorporating newly acquired vocabulary from class content
Almost always speak with intelligible pronunciation, little/no hesitation and make time shifts when appropriate
Using the above, carry out various level and content appropriate tasks
|
3
Competent
|
Usually accurately identify essential and non-essential information in familiar, unfamiliar and authentic contexts (*see above)
Usually apply various strategies to determine meaning in aural information (*see above)
Usually differentiate between formal and informal register
Usually distinguish among complex questions, statements, and imperatives.
Usually follow complex directions
Usually appropriately respond to and use non non-verbal communication
|
Usually use appropriate grammar in full sentences when necessary (*see above)
Usually use appropriate register and vocabulary, when possible incorporating newly acquired vocabulary from class content
Almost always speak with intelligible pronunciation, little/ no hesitation, and can usually make time shifts when appropriate
Using the above, carry out various level and content appropriate tasks
|
2
Developing
|
Often cannot accurately identify essential and non-essential information (*see above)
Often cannot apply various strategies to determine meaning in aural information (*see above)
Often cannot differentiate between formal and informal register
Often cannot distinguish among complex questions, statements, and imperatives.
Often cannot follow complex directions
Often cannot appropriately respond to and use non non-verbal communication
|
Often use incorrect grammar and/or incomplete sentences (*see above)
Often use inappropriate register and is unable to incorporate newly acquired vocabulary correctly
Often speak with unintelligible pronunciation, hesitation and is unable to make correct time shifts
Using the above, often can not carry out level and content appropriate tasks
|
1
Beginning
|
Unable to accurately identify essential and non-essential information (*see above)
Unable to apply various strategies to determine meaning in aural information (*see above)
Unable to differentiate between formal and informal register
Unable to distinguish among complex questions, statements, and imperatives.
Unable to follow complex directions
Unable to appropriately respond to and use non non-verbal communication
|
Use incorrect grammar and is unable to speak in full sentences when necessary (*see above)
Use inappropriate register and is unable to incorporate newly acquired vocabulary
Speak with unintelligible pronunciation, hesitation and is unable to make correct time shifts
Using the above, is unable to carry out level and content appropriate tasks
|
Shoreline Community College ESL Rubrics DRAFT
Reading LEVEL 1 6/2/18
4
Exceptional
|
Reading accurately demonstrates ability to comprehend basic words, common signs, and symbols about self, home and environment.
Reading demonstrates complete recognition of English alphabet, cardinal (1-100) and ordinal numbers (First to tenth)
Able to understand and follow independently one-step written directions.
Can successfully decode basic monosyllabic vocabulary words.
Accurately identifies U.S. coins, currency and their value and read money amounts.
Reading demonstrates full and complete comprehension of level appropriate texts and information (i.e. very simple stories, information in forms, etc.)
|
3
Competent
|
Reading usually demonstrates ability to comprehend basic words, common signs and symbols about self, home and environment.
Reading usually demonstrates recognition of English alphabet, cardinal and ordinal numbers.
Can understand and follow one-step written directions with limited assistance.
Can almost always successfully decode basic monosyllabic vocabulary words.
Identifies U.S. coins, currency and their value and read money amounts with limited assistance.
Reading usually demonstrates comprehension of level appropriate texts and information. (i.e. very simple stories, information in forms, etc.)
|
2
Developing
|
Reading sometimes demonstrates ability to comprehend basic words, common signs, and symbols about self, home and environment.
Reading sometimes demonstrates recognition of English alphabet, cardinal and ordinal numbers.
Simple one-step written directions are understood and followed with assistance.
Can decode basic monosyllabic vocabulary words with some difficulty.
Identifies U.S. coins, currency and their value and read money amounts with assistance.
Reading sometimes demonstrates comprehension of level appropriate texts and information. (i.e. very simple stories, information in forms, etc.)
|
1
Beginning
|
Reading demonstrates no comprehension of how print gives meaning to self, home and environment.
Reading does not reflect recognition of English alphabet, cardinal and ordinal numbers.
Simple one- step written directions are not understand.
Inability to decode basic monosyllabic vocabulary words.
Identifies U.S. coins, currency and their value and read money amounts with great difficulty and requires assistance.
*Reading demonstrates inability to comprehend level appropriate texts and information.
|
Shoreline Community College ESL Rubrics DRAFT
Reading LEVEL 2 6/2/18
4
Exceptional
|
Fully comprehend level appropriate texts (i.e. paragraphs and stories about people, places, things and activities, simple personal information forms, bills, signs, medicine labels, schedules and maps)
Successfully identify main points in chronological order
Accurately follow multiple-step directions found in real-life situations
Locate words and numbers according to alphanumeric order
Recognize common weights and measures and their abbreviations
Apply sound/symbol relationships to decode familiar and useful vocabulary
|
3
Competent
|
Typically comprehend level appropriate texts
Typically identify main points in chronological order
Typically follow multiple-step directions found on forms in real-life situations
Usually locate words and numbers according to alphanumeric order
Usually recognize common weights and measures and their abbreviations
Usually apply sound/symbol relationships to decode familiar and useful vocabulary
|
2
Developing
|
Partially comprehend level appropriate texts
Partially identify main points in chronological order
Partially follow multiple-step directions found on forms in real-life situations
Show some ability to locate words and numbers according to alphanumeric order
Show some ability to recognize common weights and measures and their abbreviations
Show some ability to apply sound/symbol relationships to decode familiar and useful vocabulary
|
1
Beginning
|
Unable to comprehend level appropriate texts
Unable to identify main points in chronological order
Show little or no ability to follow multiple-step directions found on forms in real-life situations
Show little or no ability to locate words and numbers according to alphanumeric order
Show little or no ability to recognize common weights and measures and their abbreviations
Show little or no ability to apply sound/symbol relationships to decode familiar and useful vocabulary
|
Shoreline Community College ESL Rubrics DRAFT
Reading LEVEL 3 6/2/18
4
Exceptional
|
Fully comprehend level appropriate texts (i.e. multi-paragraph narratives, news articles written or simplified for ESL students on various personal and familiar topics, schedules, maps, informational pamphlets, bills, medical prescriptions, and other texts found in real-life situations)
Interpret simple charts, tables and forms correctly
Apply pre-reading and reading skills to identify topics/important details and to make simple guesses/predictions about written material
Apply reading strategies in order to determine the meaning of unfamiliar words in a text (such as understanding context clues and using a dictionary)
Follow written directions
Apply sound/symbol relationships to decode vocabulary successfully
|
3
Competent
|
Typically comprehend level appropriate texts
Typically interpret simple charts, tables and forms correctly
Typically apply pre-reading and reading skills to identify topics/important details and to make simple guesses/predictions about written material
Usually apply reading strategies in order to determine the meaning of unfamiliar words in a text
Student almost always follow written directions
Almost always apply sound/symbol relationships to decode vocabulary successfully
|
2
Developing
|
Partially comprehend level appropriate texts
Partially interpret simple charts, tables and forms
Show little application of pre-reading and reading skills to identify topics/important details and to make simple guesses/predictions about written material
Rarely apply reading strategies in order to determine the meaning of unfamiliar words in a text
Partially follow written directions
Partially apply sound/symbol relationships to decode vocabulary
|
1
Beginning
|
Unable to comprehend level appropriate texts
Unable to interpret simple charts, tables and forms
Show very little or no application of pre-reading and reading skills to identify topics/important details and to make simple guesses/predictions about written material
Show very little or no application of reading strategies in order to determine the meaning of unfamiliar words in a text
Unable to follow written directions
Unable to apply sound/symbol relationships to decode vocabulary
|
Shoreline Community College ESL Rubrics
Reading LEVEL 4
4
Exceptional
|
Fully comprehends level-appropriate written materials (up to multi-page fictional and non-fictional texts that bridge personal, professional and academic themes, simplified news articles, authentic ads for jobs, apartments, etc.).
Correctly interprets increasingly difficult graphs, charts, tables and forms.
Applies pre-reading and reading skills (such as make predictions, skim for and identify main idea, scan for detail, make simple inferences, draw conclusions).
Applies various strategies to determine the meaning of unfamiliar words in a text (such as context clues, knowledge of cognates, prefixes, suffixes, roots, ignoring an unfamiliar word, reading ahead to connect information, using an English dictionary, etc.).
Identifies transitions in order to understand the relationship between ideas (however, first, second, because etc.).
Always follows written directions.
|
3
Competent
|
Generally comprehends level-appropriate written materials.
Usually interprets increasingly complex graphs, charts, tables and forms.
Often applies pre-reading and reading skills.
Can apply some strategies to determine the meaning of unfamiliar words in a text.
Shows some ability to identify transitions in order to understand the relationship between ideas.
Almost always follows written directions.
|
2
Developing
|
Incompletely comprehends various types and lengths of level-appropriate written materials.
Incompletely interprets increasingly complex graphs, charts, tables and forms.
Shows little application of pre-reading and reading skills
Rarely applies strategies to determine the meaning of unfamiliar words in a text
Shows little ability to identify transitions in order to understand the relationship between ideas
Has little ability to follow written directions.
|
1
Beginning
|
Unable to comprehend of various types and lengths of level-appropriate written materials.
Unable to comprehend increasingly complex graphs, charts, tables and forms.
Shows very little or no application of pre-reading and reading skills.
Shows very little or no application of reading strategies to determine unfamiliar words.
Shows very little or no ability to identify transitions in order to understand the relationship between ideas.
Unable to follow written directions.
|
Shoreline Community College ESL Rubrics DRAFT
Reading LEVEL 5 6/2/18
4
Exceptional
|
Fully comprehend various types and lengths of level appropriate written materials (i.e. fictional and non-fictional texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Correctly interpret complex graphs, charts, tables and forms
Successfully apply pre-reading and reading skills (i.e. make predictions about written material, skim/scan written material for and accurately identify main idea, scan for detail, summarize texts, make inferences, and draw conclusions
Apply reading strategies to determine the meaning of unfamiliar words in a text (such as context clues, knowledge of cognates, prefixes, suffixes, roots, ignoring an unfamiliar word, using an English dictionary, reading ahead to connect information, etc.)
Identify transitions in order to understand the relationship between ideas (however, first, second, because, etc.)
|
3
Competent
|
Comprehend various types and lengths of written materials
Typically interpret complex graphs, charts, tables and forms correctly
Often apply pre-reading and reading skills
Often apply reading strategies to determine the meaning of unfamiliar words skills
Often identify transitions in order to understand the relationship between ideas
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2
Developing
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Partially comprehend various types and lengths of written material
Partially interpret complex graphs, charts, tables and forms
Rarely use pre-reading and reading skills
Rarely apply reading strategies to determine the meanings of unfamiliar words successfully
Rarely identify transitions in order to understand the relationship between ideas successfully
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1
Beginning
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Show little or no comprehension of various types of written material
Show little or no comprehension of complex graphs, charts, tables and forms
Unable to use pre-reading and reading skills
Unable to apply reading strategies to determine unfamiliar words
Unable to identify transitions in order to understand the relationship between ideas
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Shoreline Community College ESL Rubrics DRAFT
Writing LEVEL 1 6/2/18
4
Exceptional
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Write simple sentences
Content describes self and family members, daily routines, occupations, shopping, classroom, home and community
Accurate use of be verb (past and present), have verb, simple present/continuous, pronouns, determiners, adjectives, adverbs of frequency, negatives, word order (subject+verb+object), subject/verb agreement, punctuation, capitalization, correct spelling, and legible writing
Writing includes new basic vocabulary
Accurate spelling
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3
Competent
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Write simple sentences
Content describes self and family members, daily routines, occupations, shopping, classroom, home and community
Most sentences show accurate use of be verb (past and present), have verb, simple present/continuous, pronouns, determiners, adjectives, adverbs of frequency, negatives, word order (subject+verb+object), subject/verb agreement, punctuation, capitalization, correct spelling, and legible writing
Writing includes use of new basic vocabulary
Fairly accurate spelling
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2
Developing
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Many simple sentences are incomplete
Writing does not reflect a clear understanding of the be verb (past and present), have verb, simple present/continuous, pronouns, determiners, adjectives, adverbs of frequency, negatives, word order (subject+verb+object), subject/verb agreement, punctuation, capitalization, correct spelling, and legible writing
Writing does not include use of new basic vocabulary
Spelling interferes with comprehensibility
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1
Beginning
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Most simple sentences are incomplete
Writing does not demonstrate an understanding of the be verb (past and present), have verb, simple present/continuous, pronouns, determiners, adjectives, adverbs of frequency, negatives, word order (subject+verb+object), subject/verb agreement, punctuation, capitalization, correct spelling, and legible writing
Writing does not include use of new basic vocabulary
Spelling interferes with comprehensibility
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Shoreline Community College ESL Rubrics DRAFT
Writing LEVEL 2 6/2/18
4
Exceptional
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1 paragraph with connected ideas
Paragraph includes simple and compound sentences
Content includes personal experience, stories about people, and is often chronologically-ordered
Accurate use of present simple/continuous, past simple (including irregular verbs), future, modals of ability, determiners, adjectives and adverbs, yes/no and wh-questions, there is/there are, be verb, negatives, count/non-count, and prepositions
Incorporates basic vocabulary
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3
Competent
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1 paragraph with connected ideas
Paragraph includes simple sentences and fairly accurate compound sentences
Content includes personal experience and stories about people
Fairly accurate use of present simple/continuous, past simple (including irregular verbs), future, modals of ability, determiners, adjectives, adverbs, yes/no and wh-questions, there is/there are, be verb, negatives, count/non-count, and prepositions
Incorporates basic vocabulary
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2
Developing
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1 paragraph, with poorly connected ideas
Writing does not include compound sentences
Writing does not show an awareness of sentence boundaries
Writing does not demonstrate a clear understanding of present simple/continuous, past simple (including irregular verbs), future, modals of ability, determiners, adjectives and adverbs, yes/no and wh-questions, there is/there are, be verb, negatives, count/non-count, and prepositions
Writing does not incorporate basic vocabulary
Frequent spelling errors
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1
Beginning
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Writing does not include compound sentences
Writing does not show an awareness of sentence boundaries
Writing does not demonstrate an understanding of present simple/continuous, past simple (including irregular verbs), future, modals of ability, determiners, adjectives and adverbs, yes/no and wh-questions, there is/there are, be verb, negatives, count/non-count, and prepositions
Writing does not incorporate basic vocabulary
Spelling errors affect comprehensibility
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Shoreline Community College ESL Rubrics DRAFT
Writing LEVEL 3 6/2/18
4
Exceptional
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Write 1 paragraph, with topic sentence and support
Paragraph includes compound sentences and some adverbial clauses (time, because)
Content is based on personal experience, stories about people, and is often chronologically-ordered
Accurate use of present simple/continuous, past simple, future, present perfect, subject/verb agreement, comparative/superlative, and modals of request and advisability
Accurate sentence structure, yes/no questions, simple and compound sentences, basic word order, and punctuation
Vocabulary includes text-based words
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3
Competent
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Write 1 paragraph, with topic sentence and support
Paragraph includes compound sentences and some adverbial clauses (time, because)
Content is based on personal experience, stories about people, and is often chronologically-ordered
Most sentences include fairly accurate use of present simple/continuous, past simple, future, present perfect, subject/verb agreement, comparative/superlative, and modals of request and advisability
Fairly accurate sentence structure, yes/no questions, simple and compound sentences, basic word order, and punctuation
Vocabulary includes text-based words
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2
Developing
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Paragraph does not include topic sentence or support
Writing does not demonstrate a clear understanding of present simple/continuous, past simple, future, present perfect, subject/verb agreement, comparative/superlative, and modals of request and advisability
Writing does not demonstrate a clear understanding of sentence structure, yes/no questions, simple and compound sentences, basic word order, and punctuation
Many sentences are incomplete and poorly punctuated
Vocabulary does not include text-based words
Frequent spelling errors
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1
Beginning
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Paragraph does not include topic sentence or support
Writing does not demonstrate an understanding of present simple/continuous, past simple, future, present perfect, subject/verb agreement, comparative/superlative, and modals of request and advisability
Writing does not demonstrate an understanding of sentence structure, yes/no questions, simple and compound sentences, basic word order, and punctuation
Most sentences are incomplete and poorly punctuated
Vocabulary is limited and does not include text-based words
Spelling errors affect comprehensibility
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Shoreline Community College ESL Rubrics DRAFT
Writing LEVEL 4 6/2/18
4
Exceptional
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Ability to write 1 lengthy paragraph with clear topic sentence and relevant supporting details written in logical order
Content goes beyond personal content and shows ability to respond to content discussed in class.
Writing shows excellent control of grammar, mechanics and vocabulary
Writing includes all simple tenses, as well as present and past progressive tenses and present perfect tense
Writing shows ability to connect ideas with transitions, use of compound sentences and basic adverbial clauses
Sentences are complete and correctly punctuated
Vocabulary is becoming more varied
Some rhetorical structures are used at a paragraph or sentence level (i.e. narrative, descriptive, process, opinion)
Drafting shows evidence of ability to edit own writing
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3
Competent
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Paragraph has a topic sentence and relevant supporting details in coherent order
Content goes beyond personal content and shows ability to respond to content discussed in class.
Writing shows effective control of grammar, mechanics and vocabulary
Writing includes all simple tenses, as well as present and past progressive tenses and present perfect tense
Writing shows ability to connect ideas with transitions, and some use of compound sentences and basic adverbial clauses
Sentences are mostly complete and correctly punctuated
Some rhetorical structures are used at a paragraph or sentence level (i.e. narrative, descriptive, process, opinion)
Drafting shows evidence of ability to edit own writing
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2
Developing
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Paragraph lacks a clear topic sentence or relevant supporting details
Content rarely goes beyond personal content and shows little ability to coherently respond to content discussed in class.
Writing has many errors in grammar, mechanics and vocabulary
Writing does not go beyond simple tenses
Writing shows little ability to connect ideas with transitions, and weak use of compound sentences and basic adverbial clauses
Many sentences are incomplete and incorrectly punctuated
Drafting shows little evidence of ability to edit own writing
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1
Beginning
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Paragraph lacks a topic sentence. Support is weak or irrelevant.
Content rarely goes beyond personal content and shows little ability to coherently respond to content discussed in class.
Writing shows significant errors in grammar, mechanics and vocabulary
Writing does not go beyond simple tenses
Writing shows little ability to connect ideas with transitions, and no use of compound sentences and basic adverbial clauses
Most sentences are incomplete and incorrectly punctuated
Drafting shows no evidence of ability to edit own writing
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Grammar that is covered in this level but may not appear in students’ writing: passive voice, past perfect, adjective clauses, and noun clauses
Shoreline Community College ESL Rubrics DRAFT
Writing LEVEL 5 6/2/18
4
Exceptional
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Ability to write one lengthy paragraph to 2-3 connected paragraphs with clear purpose and awareness of audience
Writing is well organized, fully developed, and shows varied use of supporting details
Content goes beyond personal content and shows ability to respond to content discussed in class
Writing shows excellent control of grammar, mechanics and vocabulary
Writing includes all past tenses, ability to make time shifts, connecting ideas with transitions, use of compound and basic complex clauses (adverbial, noun, adjective)
Sentences are complete and correctly punctuated
Vocabulary is becoming more sophisticated
Rhetorical structures are used at a paragraph or sentence level (i.e. narrative, descriptive, process, compare and contrast, basic cause and effect, opinion)
Drafting shows evidence of ability to edit own writing
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3
Competent
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Ability to write 1 lengthy paragraph or 2-3 connected paragraphs with clear purpose and awareness of audience
Writing is organized, developed, and shows appropriate use of supporting details
Content goes beyond personal content and shows ability to respond to content discussed in class
Writing shows effective control of grammar, mechanics and vocabulary
Writing includes sufficient use of past tenses, connecting ideas with transitions, and use of compound and basic complex clauses (adverbial, noun, adjective)
Sentences are usually complete and correctly punctuated
Vocabulary is becoming more sophisticated
Some rhetorical structures are used at a paragraph or sentence level (i.e. narrative, descriptive, process, compare and contrast, basic cause and effect, opinion)
Drafting shows evidence of ability to edit own writing
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2
Developing
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Ability to write 1 lengthy paragraph or 2-3 connected paragraphs
Writing is organized and somewhat developed, but lacks clarity and/or coherence
Content rarely goes beyond personal content; content rarely includes detailed response to ideas discussed in class
Writing shows weak control of grammar, mechanics and vocabulary
Writing only includes use of simple tenses and shows little ability to connect ideas with transitions
Complex and compound sentences are rarely used
Sentences are often incomplete and incorrectly punctuated
Drafting shows little evidence of ability to edit own writing
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1
Beginning
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Writing lacks clear organization and has significant errors in grammar
Ideas are undeveloped
Writing does not go beyond personal or basic content
Writing shows significant errors in grammar, mechanics and vocabulary
Sentences are often incomplete and incorrectly punctuated
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Grammar that is covered in this level but may not appear in students’ writing: reported speech, conditional clauses, and participial phrases.
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IEAR, 8/01
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