Rubric
Content: Description giving the context, people involved, the issue, personal and other’s feelings, emotions and sensations, and prudent changes to react better.
Structure: produce in past tenses the anecdotes about their daily life situations.
Vocabulary: use of vocabulary explored and used during the whole task.
Accuracy: show appropriation of each concept, and it is used in context according to their experiences.
5
The description of each entry is fully developed, it contains every aspect that was required, and it evidences an understanding of the topic.
4
The description of each entry is adequately supported, it contains most of the aspects that were required, and it evidences an understanding of the topic.
3
The description of each entry is partially developed, it contains some of the aspects that were required, and it evidences a poorly understanding of the topic.
2
The description of each entry is poorly supported, it contains a few aspects that were required, and it evidences no understanding of the topic.
The text is very well written in past tenses regarding their personal anecdotes.
The text is well written in past tenses regarding their personal anecdotes.
The text is fairly written in past tenses regarding their personal anecdotes.
The text needs improvements in past tenses regarding their personal anecdotes.
The writing contains a broad use of the vocabulary practiced during the process.
The writing contains an adequate use of the vocabulary practiced during the process.
The writing contains repetitive use of the vocabulary practiced during the process.
The writing contains very limited use of the vocabulary practiced during the process.
The final task shows no errors overall and it can demonstrate meaningful learning.
The final task shows few errors overall but it can demonstrate meaningful learning.
The final task shows some errors overall but it can demonstrate meaningful learning.
The final task shows frequent errors overall and it can not demonstrate meaningful learning.