Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Grammatical Form: Including Mechanics
A
18-20
Sentences skillfully constructed, unified, coherent, 
forceful, effectively varied; deftness in coordinating, 
subordinating, and emphasizing ideas; harmonious 
agreement of content and sentence design; impressive 
use of grammatical structure; clarity and effectiveness 
of expression enhanced by consistent use of conven-
tional punctuation, capitalization, and spelling.
B
16-17
Sentences accurately and coherently constructed with 
some variety; evident and varied coordination, subor-
dination, and emphasis of ideas; some errors in com-
plex patterns; effective and clear use of grammatical 
structures. Flow of communication only occasionally 
diverted by errors in conventional punctuation.
C
14-15
Sentences constructed accurately but lacking in 
distinction; minimal skill in coordinating and subordi-
nating ideas; little variety in sentence structure; clarity 
weakened by occasional awkward, incomplete, fused 
and/or improperly predicated clauses and complex 
sentences; marginal to adequate use of grammatical 
structures. Adequate clarity and effectiveness of ex-
pression, though diminished by punctuation, capital-
ization, and/or spelling errors.
D/F
1-13
Sentences marred frequently enough to distract or 
frustrate the reader; numerous sentences incoherent, 
fused, incomplete, and/or improperly predicated; mo-
notonous, very simple sentence structure; unaccept-
able use of grammatical structures. Communication 
hindered or obscured by frequent violations of punc-
tuation, capitalization, and/or spelling conventions.
Total 
Score
( out 
of 100 
total 
points)
Grade
Comments: 

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CHAPTER THREE: LANGUAGE ASSESSMENT/TESTING
Both approaches to scoring subjectively (holistic and analytic) have ad-
vantages and disadvantages. The decision regarding which approach to 
choose – holistic or analytic – depends on the purpose of assessment.