RUBRIC in Conducting an MSA (Interview)
CRITERIA 4 3
Introduction The student introduced
herself/himself and stated clearly
his/her purpose of interview.
Quality of Student generated great questions that
Questions were very appropriate for the person
they interviewed. Questions were
easily understood and touched on
a variety of topics thus drawing out
full, interesting answers.
Confidence The student oftentimes spoke clearly
and confidently.
Grammar and Questions were well asked and the
Sentence sentence structure was very good. No
Structure words were mispronounced and
there was correct placement of
accents.
Flow and Student practiced and prepared. The
exchange interview flowed at a natural pace.
during interview There was no hesitation when reading
the questions and it sounded like a
normal conversation.
The student introduced
herself/himself and stated
his/her purpose of interview.
Student generated some good
questions that drew out
adequate answers. Questions
were understood and touched
on a few topics.
The student sometimes spoke
clearly and confidently.
Most of the questions were
well asked and the sentence
structure was good. Few
words were mispronounced
and there was correct
placement of accents most of
the time.
Student practiced and
prepared some. The question
and answer flowed at a
slower pace. There was little
hesitation when reading the
questions and it sounded like
a conversation.
2 1
The student introduced
herself/himself but not stated
his/her purpose of interview.
Student generated questions that
were appropriate for the person they
interviewed but may have been too
simple or brief. Questions were
understood but did not touch on
many topics.
The student spoke clearly but with
hesitation.
Many of the questions contain
incorrect structure, pronunciation
and accents.
Student didn’t seem prepared to
speak or practice much. The
questions were read but the
conversation did not flow naturally.
It may have been too fast or too
slow.
The student did not introduce
herself/himself and did not state
his/her purpose of interview.
Student generated questions that
were too brief. Little information
was learned after listening to
interview.
The student is not confident when
speaking.
There were many errors with
sentence structure, pronunciation
and accents.
Student didn’t seem prepared
to speak or practice. The questions
were read but it felt awkward and
not like a real conversation. It was
too fast or too slow.