It’s possible a good rubric for communicating performance-towards-proficiency for early language learners exists, but if it does, I haven’t seen it. (If you have, please share in a comment!)
See this post for my update from this past summer on my more complex rubric designed to be used with no younger than middle school students. But I don’t teach only older students. The majority of my students are younger than 12 years old. So what does all that proficiency speak mean to them? A wall of text, mostly.
Necessity is the mother of invention, again. As I prepare to administer my first performance assessment with my early language learners next week, I needed a way to give them feedback. For starters, I needed to get the word rubric off of it – I didn’t know what that meant until college. And I needed an illustrative image. I loved Jen’s idea to make it culturally relevant by using the pyramid Chichén Itzá, but the pyramid was the wrong shape for a rubric in my mind – it’s more like the triangle of a slice of pizza – down at the tip (novice low) you have very little to offer, but as you work your way up the options get broader and deeper (love that advanced stuffed crust!). I’d seen the ice cream cone used as a visual and decided to go with that analogy instead (see an extensive discussion from Alyssa here on Shelby County’s success with implementing the cone and this post by Dorie on how she’s communicating with the ice cream cone; I love it!)
This is really basic, but I’m working with six-year-olds. They (and their parents) need some basic feedback on where they’re performing and what they should plan to do next. I’ll have to let you know how it works out actually scoring with it next week. Let me know if you find it useful. The PDF can be downloaded here.