SECOND OF BACHELOR

1.​ Global Holistic Rubric for Listening Activity

Level Description

Excellent (10-9) The listener demonstrates full comprehension of the main ideas and key details,
responds accurately and thoughtfully, and engages with the content in a
meaningful way. Responses are well-organized, coherent, and show a deep
understanding of the material.

Good (8-7) The listener comprehends the main ideas and most important details, with minor
gaps in understanding. Responses are mostly accurate, clear, and relevant, but
may lack depth or detail in places. The listener remains engaged with the content,
though may occasionally lose focus.

Satisfactory The listener understands the main ideas but struggles with details or nuance.
(6-5) Responses may be incomplete or partially accurate, and the organization of
thoughts is somewhat unclear. Engagement with the content is inconsistent, with
some distraction or lack of focus during the listening activity.

Needs The listener has difficulty understanding the main ideas or key details. Responses
Improvement are inaccurate, incomplete, or irrelevant to the material. Engagement with the
(4-1) content is minimal, with frequent distractions or disengagement. Responses lack
organization and clarity.

2.​ Global Holistic Rubric for Speaking Activity

Level Description
Excellent (10-9) The speaker communicates ideas clearly, confidently, and effectively. Speech is
fluent, well-organized, and highly engaging. Vocabulary and grammar are used
accurately and appropriately throughout. The speaker demonstrates a strong
command of language and responds effectively to questions or prompts.
Good (8-7) The speaker communicates ideas clearly with some minor hesitation or slight lack
of fluency. The speech is generally organized and easy to follow. Vocabulary and
grammar are mostly accurate, though there may be occasional mistakes. The
speaker remains engaged and interacts well, but may miss some opportunities for
depth or clarity.
Satisfactory The speaker conveys basic ideas, but there are noticeable pauses, hesitations, or
(6-5) lack of fluency. Speech may be somewhat disorganized, but the main points are
still communicated. Vocabulary and grammar errors occur, and there may be
difficulty with complex structures. Engagement and response to prompts are
somewhat weak or incomplete.
Needs The speaker struggles to convey ideas clearly, with frequent pauses, hesitation, or
Improvement lack of fluency. Speech lacks organization, and the message may be difficult to
(4-1) follow. Frequent vocabulary and grammar mistakes hinder communication. The
speaker has difficulty engaging with the audience or responding effectively to
questions or prompts.

3.​ Global Holistic Rubric for Writing Activity

Level Description
Excellent (10-9) The writing is clear, well-organized, and fully addresses the task. The ideas are
developed in a coherent and logical manner with strong, precise vocabulary.
Grammar, punctuation, and spelling are used accurately throughout, with no
significant errors. The tone is appropriate, and the response is fully relevant to the
prompt or task.
Good (8-7) The writing is generally clear and organized, with a logical flow of ideas.
Vocabulary and grammar are mostly accurate, though there may be occasional
errors. The writing addresses the task but may lack some depth or clarity in places.
The tone is appropriate, and the response is relevant to the prompt, but may have
minor inconsistencies.
Satisfactory The writing communicates the basic ideas but may lack clarity or organization.
(6-5) Vocabulary and grammar errors occur, which may occasionally affect
understanding. The response addresses the task but may be incomplete, or the
main ideas may be underdeveloped. There may be some issues with tone or
relevance to the prompt.
Needs The writing lacks clarity and coherence. The ideas are underdeveloped, and there
Improvement is little to no logical organization. Frequent grammar, spelling, and punctuation
(4-1) errors impede understanding. The tone may be inappropriate, and the response is
largely irrelevant or incomplete in addressing the task.

4.​ Global Holistic Rubric for Reading Activity

Level Description
Excellent (10-9) The reader demonstrates a deep understanding of the text, accurately identifying
key ideas, themes, and details. They engage critically with the material, making
insightful inferences and connections. Responses are well-organized, coherent, and
relevant. There is clear evidence of reflection on the text's meaning and
implications.
Good (8-7) The reader shows a solid understanding of the text, identifying key ideas and
supporting details with minor lapses in accuracy or depth. The reader engages with
the material and makes some inferences, but may lack depth in analysis or
connections. Responses are mostly clear, organized, and relevant.
Satisfactory The reader understands the general meaning of the text but struggles with details,
(6-5) nuances, or deeper analysis. Responses may be somewhat vague or incomplete,
with some areas of misunderstanding. The reader may have difficulty making
connections or drawing inferences from the text. The organization of the response
may lack clarity or coherence.
Needs The reader demonstrates limited understanding of the text, missing key ideas and
Improvement details. Responses are incomplete, inaccurate, or irrelevant. The reader has
(4-1) difficulty engaging critically with the material, and there are significant gaps in
understanding. The response may be disorganized, unclear, or difficult to follow.

5.​ Global Holistic Rubric for Grammar and Vocabulary

Level Description
Excellent (10-9) The grammar and vocabulary are used with precision and appropriateness.
Sentences are varied and complex, and the choice of words is rich, accurate, and
precise. There are no noticeable errors in grammar or vocabulary usage. The
writing or speaking is clear and easily understood with full command of the
language structures and lexicon.
Good (8-7) The grammar and vocabulary are generally correct and appropriate. Sentences are
varied, but some errors or limitations in grammar and vocabulary may occur. While
minor mistakes may be present, they do not impede understanding. The speaker
 or writer uses vocabulary and structures that suit the context, with occasional
lapses in precision.
Satisfactory There are noticeable errors in grammar and vocabulary, which may cause some
(6-5) confusion or require the reader or listener to work harder to understand the
message. The vocabulary may be limited, and sentence structures may be
repetitive or overly simplistic. While the meaning is generally clear, the language
use lacks variety or accuracy.
Needs Frequent and significant grammar and vocabulary errors impede communication.
Improvement Sentence structures are often incorrect or repetitive, and word choice is either
(4-1) inappropriate or limited. There are many instances where the listener or reader
has difficulty understanding the intended meaning due to poor grammar or
vocabulary.

6.​ Co-evaluation (Formative assessment) Checklist Matrix​

Student´s Name: Always Sometimes Hardly ever

Student participates in class.
Student does all the activities.​
Student helps the partner.
​
Student knows how to apply the
acquired knowledge. ​

​ ​

7.​ Final Project Rubric (Film Script + Scene Performance)

Criteria Excellent (2) Good (1.5) Satisfactory Needs Poor (0.25)

(1) Improveme
nt (0.5)
1. Story/Plot Strong and Good Basic mystery Weak No clear
Development engaging mystery story. The plot mystery mystery story.
mystery story. story. The is simple or story. The The plot is
The plot is plot is clear somewhat plot lacks confusing,
original, and predictable. originality, lacks focus, or
intriguing, and interesting, There are depth, or is completely
well-paced. It but it might attempts at suspense. It predictable.
keeps the be a bit creating may be The mystery
audience predictable. suspense or overly elements are
guessing with The surprise, but simplistic, missing or
compelling mystery they are not predictable, poorly
twists and includes fully or unclear. executed.
turns. All some developed. There are
elements of a elements of Some parts of few or no
mystery (e.g., surprise the plot may twists, and
clues, red and be weak or the mystery
herrings, intrigue, underdevelop lacks
resolution) are though it ed. complexity.
well-integrate may lack
d and depth or
satisfying. complexity.
2. Script Writing Well-written Good Adequate Poorly No script or
script. script. script. written very poorly
Dialogue is Dialogue is Dialogue may script. written.
realistic, clear, but lack depth or Dialogue Dialogue is
 sharp, and there may sound forced feels hard to
adds depth to be some at times. The unnatural, understand,
the awkward pacing may be forced, or unrealistic, or
characters. lines or uneven, or the unoriginal. irrelevant. The
The pacing is missed scene may not The scene scene lacks
spot-on, and opportuniti flow as may feel structure or
the scene is es for smoothly as it rushed or coherence.
well-structure tension or could. too slow.
d with a clear intrigue. Characters Characters
beginning, The pacing may be and their
middle, and is good, but somewhat motivations
end. Each the underdevelop are unclear,
character’s structure of ed. and the
voice is the scene writing
distinct and could be lacks
appropriate improved tension or
for the genre. slightly. intrigue.
3. Acting/ Outstanding Good Adequate Weak Poor
Performance performance. performanc performance. performanc performance.
The actors e. Actors The actors e. The The acting is
deliver their deliver their struggle to actors disengaged,
lines with lines clearly, convey struggle unclear, or
confidence, though emotion or fail with difficult to
emotion, and some to fully engage delivery, follow. The
strong moments with the lack actors struggle
characterizatio may lack character. emotional with timing,
n. The emotional Some lines engagemen tone, and
performances depth or may be t, or fail to characterizatio
effectively nuance. delivered in a capture the n, making it
capture the The flat or tone of the difficult to
mystery’s characters unnatural way, scene. The connect with
tone, with are and the overall acting is the scene.
attention to believable, performance either too
subtlety and but there lacks impact. exaggerate
detail. The may be d or too
actors create room for understated
distinct, improveme .
believable nt in
characters. bringing
them fully
to life.
4. Creativity Highly Good Moderately Limited Lacks
creative and creativity. creative. The creativity. creativity. The
original. The The scene scene includes The scene scene is
scene is filled has some some original feels entirely
with unique original ideas, but derivative predictable or
elements, elements, mostly follows or lacks copied from
fresh ideas, though it conventional originality. other works.
and innovative may rely on or predictable It mostly No unique
twists. The familiar patterns. relies on elements or
mystery mystery There is little clichés or fresh ideas are
stands out tropes. to make the doesn’t presented.
with a creative There’s a scene stand offer
concept or creative out from other anything
approach that approach in mystery new or
goes beyond some stories. exciting in
the typical aspects, but terms of
 mystery overall it ideas or
tropes. could be execution.
more
distinctive.
5. Technical Excellent Good Adequate Weak Poor technical
Execution technical technical technical technical quality.
(Filming/Presentati quality. The quality. quality. quality. Filming is
on) filming or Filming is Filming is There are unclear or
presentation clear, but generally clear, significant unprofessional
is polished, there may but there may issues with . Major
with good use be minor be issues with filming technical flaws
of lighting, issues with lighting, (e.g., poor (e.g., poor
sound, camera lighting, sound, or lighting, sound,
angles, and sound, or pacing. Editing unclear lighting, or
editing. The camera may feel sound, editing)
atmosphere angles. choppy or shaky severely
and tone are Editing is inconsistent, camera disrupt the
enhanced by smooth, and the scene work). scene and
the technical but some may not fully Editing is make it hard
choices. The aspects convey the unpolished, to follow.
scene is could be intended tone. and the
well-paced improved technical
and visually to enhance choices
engaging. atmosphere distract
or flow. from the
storytelling.
Total: /10

Final Project Rubric: CV Writing and Editing for a Part-Time Job

Criteria Excellent (2) Good (1.5) Satisfactory (1) Needs Poor (0.25)
Improvement
(0.5)
1. Content Outstanding. Good. The CV Adequate. The Limited. The Poor. The CV
& The CV includes includes all CV contains CV is missing lacks key
Relevance all necessary necessary most of the important sections (e.g.,
sections (contact sections, required sections, such work
information, though some sections, but as relevant experience,
objective/summ sections could some areas are work skills) or
ary, skills, be more vague or not experience or includes
experience, detailed or entirely skills. Some irrelevant
education, etc.) specific to the relevant to the sections are information.
and each section job. Some job. The CV vague or The CV is not
is highly relevant tailoring to the may lack irrelevant to tailored to the
to the job being job is evident, sufficient the job, and job at all, and
applied for. but it may not details in key important the content is
Tailored be sections, such details are insufficient or
perfectly to the comprehensiv as experience omitted or disorganized.
position with e. or skills. underdevelop
specific, ed.
job-related skills
and experiences
highlighted.
2. Excellent. The Good. The CV Satisfactory. Needs Poor. The CV is
Structure CV is is organized, The CV is Improvement. disorganized,
& well-organized, but some somewhat The CV is with unclear
Organizati with a clear sections could organized, but difficult to headings,
on structure. Each be more sections may navigate due poorly
section is clearly defined not be clearly to unclear or formatted
appropriately or ordered. defined. Some inconsistent sections, and
labeled and easy There is a information is structure. difficult-to-rea
to navigate. The logical harder to Information is d text. The
information is structure, but locate due to crowded layout detracts
logically the layout may poor use of together or from the
ordered, and not be as headings, difficult to content and
there is excellent visually bullet points, follow. makes it hard
use of headings, effective or or formatting. Formatting to follow.
bullet points, easy to read. could be
and spacing to improved.
improve
readability.
3. Excellent. The Good. The Satisfactory. Needs Poor. The CV
Language, language used in language is The language is Improvement. contains
Grammar, the CV is generally mostly Frequent numerous
& Style professional, professional, professional, grammar, grammar,
concise, and free with a few but there are spelling, or spelling, and
from errors. minor errors several punctuation punctuation
Writing is clear (grammar, grammar, errors. The errors. The
and impactful, spelling, or spelling, or tone may be tone is
with no punctuation). punctuation unprofessiona inappropriate,
grammar, The tone is errors. The l, and some and the
spelling, or appropriate, tone may be language language is
punctuation but some inconsistent, choices may either overly
mistakes. The sentences and some be unclear or informal or
tone is confident could be sentences are inappropriate confusing.
but appropriate clearer or unclear or for a job
for the job more concise. awkwardly application.
context. phrased.
4. Skills & Excellent. The Good. The CV Satisfactory. Needs Poor. The CV
Experience CV effectively includes The CV lists Improvement. lists few or no
showcases relevant skills basic skills and The CV relevant skills
relevant skills and experience, includes some or experiences.
and experience experience, but many experience Key skills are
in a way that but some skills important skills and skills, but omitted, and
matches the job may not be may be they are not there are no
requirements. fully underrepresen directly examples or
Skills are clearly developed or ted or missing. relevant to quantifiable
defined and may not align The experience the job. The accomplishme
related to job directly with described is skills are nts.
experience. the job. minimal, and vague or not
Achievements Experience is accomplishme backed up by
and listed, but nts are not specific
accomplishment some well-highlighte examples.
s are accomplishme d.
quantifiable and nts may lack
directly tied to detail.
the role.
5. Excellent. The Good. The CV Satisfactory. Needs Poor. The CV is
Formatting CV is visually is visually The CV's Improvement. visually
& Visual appealing and clear, but the formatting is The CV's unappealing
Appeal- well-formatted, formatting inconsistent, design is with a poor
with consistent could be with some cluttered, layout. It may
Attention use of font sizes, improved areas poorly hard to read, be hard to read
to Detail. bolding, and slightly (e.g., spaced or or due to
spacing. The inconsistent difficult to inconsistent. inconsistent
design is font usage or read. Font Inappropriate fonts, excessive
professional and spacing). The choices or fonts, color, or color, or a lack
makes the overall design design formatting of structure.
document easy is professional elements may make it look This detracts
to read. No but may be detract from unprofessiona significantly
excessive use of slightly the overall l or difficult to from the
color or cluttered. professional follow. overall
unnecessary The CV is appearance. The CV has professionalis
design elements. mostly The CV several m.
The CV is error-free, contains a few formatting or The CV has
thoroughly with only formatting or content significant
edited, with no minor content errors, errors, such as errors in
errors in inconsistencie such as missing content,
formatting, s in formatting inconsistent sections, formatting, or
content, or or content. font sizes, inconsistent presentation,
presentation. The document alignment spacing, or and shows
Every section is shows issues, or unclear little to no
well thought out attention to sections that descriptions attention to
and contributes detail, but need of experience detail. Some
to the overall there are improvement. and skills. sections may
presentation of minor things The overall be incomplete
the applicant. that could be attention to or unclear.
improved. detail is
acceptable.
Total: /10