Page 113 - 2020 교육계획서(초등)

Ⅱ. 학교 교육과정 편성・운영
Singapore Korean International School

라. 외국어부 수행평가 계획

SKIS English Writing Assessment Rubric (Grades 2-6)

Writing Band
· highly developed response with fully extended and supported ideas
· skillful paragraphing
· fluent cohesion 9 C2
· natural and sophisticated vocabulary
· wide range of grammar structures used fully accurately
· rare, minor errors
(Shows most of the attributes of level above and some of the level below) 8.5 C2
· well-developed response with well-supported ideas
· uses paragraphing appropriately
· good cohesion 8
· wide range of vocabulary including less common words C1
· wide range of grammar structures used, mostly error free
· very occasional errors
(Shows most of the attributes of level above and some of the level below) 7.5 C1
· presents clear ideas and details throughout response but may overgeneralize or
lack focus
· presents clear central topic in each paragraph
· uses a range of cohesive devices, but may be some over-/under-use 7 C1
· sufficient range of vocabulary including less common words
· a variety of complex grammar structures, frequently error free
· occasional errors
(Shows most of the attributes of level above and some of the level below) 6.5 B2
· presents a good response with relevant ideas, but some are unclear,
underdeveloped, or repetitive
· uses paragraphing, but not always logically
· uses cohesive devices effectively, but some links within or between sentences
may be faulty 6 B2
· adequate range of vocabulary; uses some less common words but with some
inaccuracy
· a mix of simple and complex sentence forms, with some errors
· some errors but they do not or rarely impede communication
(Shows most of the attributes of level above and some of the level below) 5.5 B2
· gives a relevant response with some main ideas, but may not be sufficiently
developed; may include irrelevant details, or lack an ending
· may not write in paragraphs or paragraphing may be inadequate
· use of cohesive devices is inadequate, inaccurate, or excessive 5
· limited range of vocabulary that is minimally adequate for the task B1
· limited range of grammar structures; attempts more complex ones but these are
less accurate
· makes frequent errors that may cause some difficulty for the reader
(Shows most of the attributes of level above and some of the level below) 4.5 B1
· presents a response with some main ideas, but these are often repetitive,
irrelevant, unclear or not well supported, and response may be too short
· may not write in paragraphs or their use may be confusing
· uses some basic cohesive devices, but may be inaccurate or repetitive 4 A2
· basic vocabulary which may be inappropriate or used repetitively
· very limited range of structures with only rare use of subordinate clauses
· makes very frequent errors which may cause strain for the reader
(Shows most of the attributes of level above and some of the level below) 3.5 A2
· does not give a clear response; presents few ideas, which are largely undeveloped
or irrelevant
· does not organize ideas logically
· may use very limited cohesive devices, and those used may not link ideas
logically 3 A2
· very limited range of words with limited control of word formation &/or spelling
· attempts sentence forms but errors in grammar predominate and distort meaning
· makes very frequent errors which may severely distort the message
(Shows most of the attributes of level above and some of the level below) 2.5 A1

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