Category Archives: Rubrics
Some examples of rubrics to measure skills
This ‘Rubric for Online Instruction’ by California State University, Chico is licensed under a Creative Commons Attribution 3.0 United States License.
A belt system in martial arts is used to show which students have trained longer and have more skill when compared to other students. The grades are the “Student” Grades (referred to as Kyu Grades), and the Black Belts (Dan Grades) are considered “Expert” Grades.
|Yellow||Striking Techniques: Using the head (Kubi-uchi), Using the hand (Oai-tsuki), Using the hammer fist (Tetsie-uchi), Using the back fist (Hiraken-uchi), Using the elbow (Empi-uchi), Using the palm heel (Teisho-uchi), Using the knee (Hiza-geri), Using the front kick (Mae-geri), Using the side kick (Yoko-geri), Using the stomping kick (Fuma-komo-geri), Using the back kick (Ushiro-geri)
Throwing Techniques: Shoulder throw (Seoi-nage), Floating hip throw (Uki-goshi), Advanced foot sweep (Deashi-harai)
Grappling Techniques: Scarf lock (Kesa-gatame), Normal Cross Choke (Name-juji-jime), Wrist lock (Kote-hineri)
|Orange||Striking Techniques: All previous plus Basic blocks against striking techniques
Throwing Techniques: All previous plus Major hip (O-goshi), Hip wheel (Koshi-guruma), Knee wheel (Hiza-guruma), Major outside reaping (Osoto-gari)
Grappling Techniques: All previous plus Shoulder hold (Kata-gatame), Reverse cross choke (Gyaku-juji-jime), Half cross choke (Kata-juji-jime), Bare hand choke (Hadaka-jime), chicken wing (Hiji-kime), Fore arm lock (Sempaku-gatame), Arm pit lock (Waki-gatame)
|Green||Striking Techniques: All previous
Throwing Techniques: All previous plus Supporting lift-pull foot (Sasae-tsurikomi-ashi), Major inner reap (Ouchi-gari)
Grappling Techniques: All previous plus Side hold (Yokoshiho-gatame), Sliding lapel choke (Okuri-eri-jime), Single wing choke (Kataha-jime), Under arm figure four (Tenkai-kote-hineri), Over arm figure four (Ude-garami)
|Brown||Striking Techniques: All previous
Throwing Techniques: All previous plus Body drop (Tai-otoshi), Shoulder wheel (Kata-guruma), Minor outer reap (Kosoto-gari), Minor inner reap (Kouchi-gari), Circle throw (Tomoe-nage)
Grappling Techniques: All previous plus Straddling hold (Tateshiho-gatame), Pump handle lock underarm (Ude-gatame), Pump handle lock overarm (Ude-hineri), Over shoulder lock (Ude-gatame), Stomach bar (Hara-gatame), Cross lapel lock (Te-gatame)
Defensive Situations: Wrist lock (Kote-gaeshi), Straight punch arm bar (Ude-gatame), Moving foot sweep (Ko-soto-gari), shoulder throw (Seoi-nage), Step on toes, Foot sweep (Ko-soto-gari), Inside block to inner reap throw (O-uch-gari), Outer reaping throw (O-soto-gari), Wrist lock (Kote-gaeshi), Floor arm bar, Thumb jamb, Knuckle against the hand, Scissoring the thumb, Wrist lock (Kote-gaeshi), Break through thumb, Arm bar (Sempaku-gatame), Wrist lock (Kote-hineri), Dislocate thumb
The “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”, CEFR, is a guideline used to describe achievements of learners of foreign languages acrossEurope.
|A1||Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.|
|A2||Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.|
|B1||Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.|
|B2||Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.|
|C1||Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.|
|C2||Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations.|