Rubric: English Language Proficiency Exam Overall level/percentage: ______ Initials of Marker/Reviewer: _________

Student: _________________________________________ Date: _____________________________________________________

ID: ___________________ Faculty: ___________________ Topic/Task: _______________________________________________

Criteria Level 1 0 – 39% Level 2 40 - 49% Level 3 50 - 64% Level 4 65-79% Level 5 80 – 90%
Organization □ does not □ provides a thesis of □ provides a thesis □ provides an effective □ provides a highly
- structure provide a thesis limited depth and with some depth and thesis and effectively effective, thought-
/thesis refinement refinement addresses the writing provoking thesis
task

- introduction/ □ lacks basic □ provides an □ provides an □ provides an effective □ provides a highly

conclusion structure of introduction/conclusion introduction/conclusion introduction/conclusion effective, thought-
introduction/ of limited depth and with some depth and provoking
conclusion refinement refinement introduction/conclusion

- supporting □ body paragraphs □ body paragraphs □ some body □ all body paragraphs □ all body paragraphs
details have little or no have development that paragraphs show provide specific and provide elaborate
development is erratic and support, but other relevant details examples and strongly
nonspecific paragraphs are weakly □ well connected and developed
developed developed
- analysis/logic □ does not address □ limited in addressing □ competently □ thoughtful □ confidently addresses
the writing task the writing task addresses the writing exploration of the the writing task
task writing task
□ obvious □ offers little □ offers some □ offers a mature □ offers highly
misunderstanding explanation and explanation and understanding of the insightful explanation
of the topic analysis of the topic analysis of the topic topic and analysis of the
topic
Application □ diction, □ applies diction, □ applies diction, □ applies diction, □ applies diction,
- language spelling, and spelling, and spelling, and spelling, and spelling, and
conventions punctuation are punctuation with punctuation punctuation with punctuation with a high
- formal versus very problematic, limited accuracy and consistently with considerable accuracy degree of accuracy and
informal uses slang and effectiveness, makes accuracy and and effectiveness effectiveness
casual language multiple, varied errors effectiveness, but has
limited errors
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 Criteria Level 1 0 – 39% Level 2 40 - 49% Level 3 50 - 64% Level 4 65-79% Level 5 80 – 90%
Application □ accumulation of □ applies grammar □ applies grammar □ applies grammar □ applies grammar
- grammar grammatical inconsistently with consistently and consistently with with a high degree of
errors obscures limited accuracy and effectively with some considerable accuracy accuracy and
meaning, or high effectiveness inaccuracy and effectiveness effectiveness
number of errors
indicates a lack of
grammatical
understanding
Knowledge/ □ provides no □ provides limited □ provides some □ provides sufficient □ provides thorough,
Understanding relevant relevant information relevant information relevant information well-chosen
-information, information and and few ideas to and ideas to develop and ideas to develop information and ideas
ideas, concepts no details to develop the topic the topic the topic to develop the topic
develop the topic
□ student appears
not to understand
the question

- sentence □ frequent and □ general structures are □ provides a limited □ provides a variety of □ provides well-chosen
structure blatant errors in used, but lacks variety of sentence sentence structures and sentence structure to
basic structure sentence variety structures competently uses convey meaning that
sentences to convey emphasize the writing
meaning. task

Additional Comments:

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