Language & Literature IB Combo Rubric
Assessment Criteria – add your thoughts below on how you interpret the following
A: Analysing
B: Organizing
C: Producing text
D: Using language
Criterion B: Organizing
Level Descriptor
Task-Specific Clarification
The student does not reach a standard described by any of the descriptors below.
The student:
The student:
The student:
The student:
Criterion D: Using Language
Level Descriptor
Task-Specific Clarification
The student does not reach a standard described by any of the descriptors below.
The student:
The student:
The student:
The student:
Assessment Criteria – add your thoughts below on how you interpret the following
A: Analysing
- analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts
- analyse the effects of the creator’s choices on an audience
- justify opinions and ideas, using examples, explanations and terminology
- evaluate similarities and differences by connecting features across and within genres and texts.
B: Organizing
- employ organizational structures that serve the context and intention
- organize opinions and ideas in a sustained, coherent and logical manner
- use referencing and formatting tools to create a presentation style suitable to the context and intention.
C: Producing text
- produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
- make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
- select relevant details and examples to develop ideas.
D: Using language
- use appropriate and varied vocabulary, sentence structures and forms of expression
- write and speak in a register and style that serve the context and intention
- use correct grammar, syntax and punctuation
- spell (alphabetic languages), write (character languages) and pronounce with accuracy
- use appropriate non-verbal communication techniques.
Criterion B: Organizing
Level Descriptor
Task-Specific Clarification
The student does not reach a standard described by any of the descriptors below.
The student:
- makes minimal use of organizational structures though these may not always serve the context and intention,
- organizes opinions and ideas with a minimal degree of coherence and logic,
- makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.
The student:
- makes adequate use of organizational structures that serve the context and intention,
- organizes opinions and ideas with some degree of coherence and logic,
- makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student:
- makes competent use of organizational structures that serve the context and intention,
- organizes opinions and ideas in a coherent and logical manner with ideas building on each other,
- makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention.
The student:
- makes sophisticated use of organizational structures that serve the context and intention effectively,
- effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way,
- makes excellent use of referencing and formatting tools to create an effective presentation style.
Criterion D: Using Language
Level Descriptor
Task-Specific Clarification
The student does not reach a standard described by any of the descriptors below.
The student:
- uses a limited range of appropriate vocabulary and forms of expression,
- writes and speaks in an inappropriate register and style that do not serve the context and intention,
- uses grammar, syntax and punctuation with limited accuracy; makes errors that often hinder communication,
- spells/writes and pronounces with limited accuracy; makes errors that often hinder communication,
- makes limited and/or inappropriate use of non-verbal communication techniques.
The student:
- uses an adequate range of appropriate vocabulary, sentence structures and forms of expression,
- sometimes writes and speaks in a register and style that serve the context and intention,
- uses grammar, syntax and punctuation with some degree of accuracy; makes errors that sometimes hinder communication,
- spells/writes and pronounces with some degree of accuracy; makes errors that sometimes hinder communication,
- makes some use of appropriate non-verbal communication techniques.
The student:
- uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently,
- writes and speaks competently in a register and style that serve the context and intention,
- uses grammar, syntax and punctuation with a considerable degree of accuracy; makes errors that do not hinder effective communication,
- spells/writes and pronounces with a considerable degree of accuracy; makes errors that do not hinder effective communication,
- makes sufficient use of appropriate non-verbal communication techniques.
The student:
- effectively uses a range of appropriate vocabulary, sentence structures and forms of expression,
- writes and speaks in a consistently appropriate register and style that serve the context and intention,
- uses grammar, syntax and punctuation with a high degree of accuracy; makes errors that are minor and communication is effective,
- spells/writes and pronounces with a high degree of accuracy; makes errors that are minor and communication is effective,
- makes effective use of appropriate non-verbal communication techniques.