Why did I get Why did I get a 5 out of 10? a 5 out of 10?

Connecting Connecting standards, standards, assessment, and assessment, and instruction:instruction:the power of the power of rubrics.rubrics.

Peace CorpsPeace CorpsErin Bohler, Msg. Erin Bohler, Msg. TEFL Teacher TrainerTEFL Teacher Trainer

Objectives for this sessionObjectives for this session•Understand what a rubric is and how it helps both teachers and students assess learning achievement.

•Complete a rubric for a speaking activity

What About Rubrics?What About Rubrics?

What is a rubric?What is it used for?When can we use rubrics?Why are they useful?

What makes a good What makes a good bubble? bubble?

Two volunteers blow bubbles and audience grades score 1-3

How would we articulate a How would we articulate a good bubble to students? good bubble to students? Make a bubble rubric Make a bubble rubric criteria 3

superior 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

What is a rubric? What does What is a rubric? What does it do?it do?A scoring tool that describes

expectations of academic performance

It is a guide for how to meet expectations, and indicates steps to improve.

Provides self-monitoring system

Provides clear work expectations

Guides students to the next step to improve their performance on a task

Advantages Advantages of rubrics for of rubrics for studentsstudents

Advantages for Advantages for teachers:teachers:

Save time gradingReduces teacher subjectivityClarifies what to teachDefines the focus of assessment

Writing Rubric Criteria- Writing Rubric Criteria- hardest part of rubricshardest 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 canHold bubble for more than 8 seconds

Blow the right shape bubbleBlow a bubble that has a complete

rounded shape

How to write rubric criteria How to write rubric criteria and performance descriptorsand performance descriptorsYou need criteria and levels of

performance for each criteria

Criteria indicate the focus of evaluation: shape, size, duration

Descriptors spell out expectations of performance for each level: bigger than a 25 cent coin, maintain bubble for longer than 4 seconds, etc.

How to create rubrics? 4 How to create rubrics? 4 stepssteps 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 content standards for each chapter. Standards are broader than learning objectives.

Then think of a task the students can do that would demonstrate that they have met this standard. Perform a role-play asking for a room 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 evaluate students’ performance of a task that meets this standard. You will have to choose the criteria based on language level, learning goals, etc.

Then write measurable performance descriptors for each criteria – start with low or high end of criteria, then fill in middle.

Criteria 4 3 2 1Team work participation inPreparation andPresentation

Always willing andfocused duringgroup work andpresentation. Speaks about the same amount of time as the other members of the team.

Usually willing andfocused duringgroup work andpresentation. Speaks half the amount of time compared the other members of the team.

Sometimes willingand focusedduring group workand presentation. Speaks less than half the amount of time compared to the other members of the team.

Rarely willing andfocused duringgroup work andpresentation. Speaks very little compared to the other members of the team.

Presentation ofcharacter and use of props.

Uses excellent props according to role which leads to convincingcommunication ofcharacter’sfeelings, situationand motives.

Uses very good props according to role which leads tocompetentcommunication ofcharacter’sfeelings, situationsand motives.

Uses good props according to role which leads to adequatecommunication ofcharacter’sfeelings, situationand motives.

Uses low quality props which leads to limitedcommunication ofcharacter’sfeelings, situationand motives.

Speaks Clearly Speaks clearly anddistinctly all (100-95%) the time, andmispronounces no words.

Speaks clearly anddistinctly all (100-95%) the time, butmispronounces one or two words.

Speaks clearly anddistinctly most ( 94-85%) of the time, butmispronounces three or four words.

Mispronounces more than five words.Often mumbles or cannot be understood

Vocabulary – Grammar Applies learned vocabulary and grammar with no errors.

Applies learned vocabulary and grammar with one or two errors.

Applies learned vocabulary and grammar with three or four errors.

Applies learned vocabulary and grammar with more than five errors.

Non verbal skills:Eye contact andBody language.

Maintains direct eye contact while speaking and displays relaxed, self-confident poise all the time.

Maintains consistent eye contact while speaking and displays relaxed self-confident poise most of the time.

Maintains some eye contact while speaking and displays little tension and lack of self-confident.

Does not maintain eye contact while speaking and displays tension and nervousness.

Making a Rubric: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. These students 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

What to do:What to do:

In pairs,Complete the sample speaking rubric. Write descriptors for 2 and 3 of the three point scale. Create a forth criteria with descriptions.

Think and be prepared to share:What would you change about this rubric for a speaking activity in your class? Are the descriptors specific and measurable?

1 2 3

Fluency Pauses often and/or is difficult to understand

Grammar Limited use of target grammar

Vocabulary 1-2 uses of unit vocabulary

?

Speaking RubricSpeaking Rubric

ShareShareWhat descriptions did you come

up with 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?

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 of target grammar1-2 examples in the allotted time

Correct use of target grammar3-4 uses within allotted time

Correct use of target 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 RubricSpeaking Rubric

Review The StepsReview The Steps

In your own words:In your own words:

What is the benefit of evaluating student 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 a rubric?

Final Final thoughts:thoughts:

Provide the rubric before they complete the assignment

Reevaluate the rubric and make changes after you use it

Make sure rubric reflects what you have taught

Final Questions?

Thank you for your participation!