Bohl Er Rubric

8/11/2019 Bohl Er Rubric

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y ge a

5 out of 10?

Connectingstandards,

assessment, and

instruction:the power of

rubrics.

Peace Corps

Erin Bohler, Msg.

TEFL Teacher Trainer


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Objectives for this session

Understand what a rubric is and how it helpsboth teachers and students assess learning

achievement.

Complete a rubric for a speaking activity


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What About Rubrics?

What is a rubric?

What is it used for?

When can we use rubrics?

Why are they useful?


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What makes a good bubble?

Two volunteers blow bubbles and audience grades score 1-3


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How would we articulate a good

bubble to students? Make a

bubble rubriccriteria 3superior

2

acceptable

1 not

acceptable

Size of

bubble

Bubble as

big as 50

cents or

bigger

Bubble as

big as 25

Smaller

than 25

Length of

time

inflated

Stays

inflated for

more than

8 seconds

Stays

inflated for

between 4-

8 seconds

Stays

inflated for

3 or less

seconds

Shape of

bubble

Completely

Rounded

even shape

Partially

rounded

Not at all

rounded

Total Score :

Score per

criteria


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What is a rubric? What does it

do?A scoring tool that describes

expectations of academic

performance

It is a guide for how to meetexpectations, and indicates steps to

improve.


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Provides self-monitoring system

Provides clear work expectations Guides students to the next step to

improve their performance on a

task

Advantages of

rubrics for

students


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Advantages for

teachers: Save time grading

Reduces teacher subjectivity Clarifies what to teach

Defines the focus of assessment


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Writing Rubric Criteria- hardest

part of rubricsWhat is the difference?

Blow your biggest bubble.

Blow a bubble larger than 50 cent piece

Hold bubble for as long as you can

Hold bubble for more than 8 seconds

Blow the right shape bubble

Blow a bubble that has a complete roundedshape


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How to write rubric criteria and

performance descriptors You need criteria and levels of

performance for each criteria

Criteria indicate the focus ofevaluation: shape, size, duration

Descriptors spell out expectations ofperformance for each level: biggerthan a 25 cent coin, maintain bubblefor longer than 4 seconds, etc.


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How to create rubrics? 4

steps Start with standards- go to the Ecuadorian curriculum or

text book

Standard:Students will be able to use simple English to communicate in

everyday real situations , including restaurants, grocery stores

etc. These will probably come out of your textbook and be contentstandards for each chapter. Standards are broader than learningobjectives.

Then think of a task the students can do that would demonstratethat they have met this standard. Perform a role-play asking for aroom at a hostal. What do students need to know or be able to do to

perform this task and demonstrate that they meet the standard.

Then break the task down into criteria you will use to evaluatestudents performance of a task that meets this standard. You willhave to choose the criteria based on language level, learning goals,etc.

Then write measurable performance descriptors for each criteria


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Criteria 4 3 2 1Team work

participation in

Preparation and

Presentation

Always willing and

focused during

group work and

presentation. Speaks

about the same amount of

time as the other members

of the team.

Usually willing and

focused during

group work and

presentation. Speaks half

the amount of time

compared the other

members of the team.

Sometimes willing

and focused

during group work

and presentation.

Speaks less than half the

amount of time compared

to the other members ofthe team.

Rarely willing and

focused during

group work and

presentation.

Speaks very little

compared to the other

members of the team.

Presentation of

character and use of

props.

Uses excellent props

according to role which

leads to

convincing

communication of

characters

feelings, situation

and motives.

Uses very good props


leads to

competent

communication of

characters

feelings, situations

and motives.

Uses good props


leads to adequate

communication of

characters

feelings, situation

and motives.

Uses low quality props

which leads to limited

communication of

characters

feelings, situation

and motives.

Speaks Clearly Speaks clearly and

distinctly all (100-95%)

the time, and

mispronounces no words.

Speaks clearly and

distinctly all (100-95%)the time, but

mispronounces one or two

words.

Speaks clearly and

distinctly most ( 94-

85%) of the time, but

mispronounces three or

four words.

Mispronounces more than

five words.

Often mumbles or can

not be understood

VocabularyGrammar

Applies learnedvocabulary and grammar

with no errors.

Applies learned

vocabulary and grammarwith one or two errors.

Applies learned

vocabulary and grammarwith three or four errors.

Applies learned

vocabulary and grammarwith more than five

errors.

Non verbal skills:

Eye contact and

Body language.

Maintains direct eye

contact while speaking

and displays relaxed, self-

confident poise all the

time.

Maintains consistent eye


and displays relaxed self-

confident poise most of

the time.

Maintains some eye


and displays little tension

and lack of self-confident.

Does not maintain eye


and displays tension and

nervousness.


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Making a Rubric:

A teacher in high school assigns her class to role-play in pairs

on the theme of travel. She wants her students to practice

speaking in a real-life situation asking for reservations at a

hotel using the grammatical structures they have learned in

class and the travel vocabulary they have in the unit. Thesestudents are post- beginners who know the present tense and

simple question forms. The students have to write the role-

play script between guest and receptionist and then perform it

in front of the class. The role-play should be at least 3

minutes , but no more than 5.

Standard Based on CEF

Can communicate in simple and routine tasks requiring a simple and direct exchange of

information on familiar and routine matters to do with work and free time. Can handle very

short social exchanges but is rarely able to understand enough to keep conversation going

of his/her own accord

Can ask for and provide everyday goods and services.

Can get simple information about travel, use public transport: buses, trains, and taxis, ask

and give directions, and buy tickets. . A2 european framework


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What to do:

In pairs,

Complete the sample speaking rubric.

Write descriptors for 2 and 3 of the

three point scale. Create a forthcriteria with descriptions.

Think and be prepared to share:

What would you change about thisrubric for a speaking activity in your

class? Are the descriptors specific and

measurable?


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1 2 3

Fluency Pauses often

and/or is difficult

to understand

Grammar Limited use oftarget grammar

Vocabulary 1-2 uses of unit

vocabulary

?

Speaking Rubric


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Share

What descriptions did you come upwith for levels 2 and 3?

What was the fourth criteria you

chose? What would you change about this

rubric for a speaking activity in your

class?Are the descriptors specific and

measurable?


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1 2 3

Fluency pauses often

and/or is difficult

to understand

pauses several

times (+5)and is

intelligible

Unnoticeable

pauses and is

intelligible

Grammar Correct use oftarget grammar

1-2 examples in

the allotted time

Correct use oftarget grammar

3-4 uses within

allotted time

Correct use oftarget grammar

+4 uses within

allotted time

Vocabulary 1-2 uses of unit

vocabulary

3-4 uses of unit

vocabulary

+5 uses of unit

vocabulary

Time Ends before 3

minutes/ goes

over 5 minutes

Speaks for 3-5

minutes

Speaking Rubric


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Review The Steps

How will students express/demonstrate their learning from best to worst

Describe the best performance first and then worstperformance for each criteria( 4 and 1)

Fill in the middle later

What are the criteria you will use to evaluate

Break the speaking activity down into what studentsneed to know or be able to do. Select 4 -6criteria and

write short phrase in criteria column

Each criteria should be a different skill andmeasurable

What is the speaking activity you want to evaluate

What is the age and level of EnglishWhat are your learning goals for this activity based

on unit, semester, theme


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In your own words:

What is the benefit of evaluatingstudent work with rubrics?

What is criteria in rubric?

What are descriptors?

What are the steps to developing a

rubric?

What do you need to know to write arubric?


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Final

thoughts:

Provide the rubric beforethey

complete the assignment Reevaluate the rubric and make

changes after you use it

Make sure rubric reflects what youhave taught


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Final Questions?

Thank you for yourparticipation!

Bohl Er Rubric

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