This document discusses rubrics for assessing student work. It defines a rubric as a scoring tool that lists criteria and performance levels. Five reasons for using rubrics are provided: they clarify expectations, set standards, help students take responsibility, have value for stakeholders, and tell students to do careful work. The main components of rubrics are identified as dimensions, criteria, descriptors, and a scale. A rubric template is shown. Steps for constructing rubrics are outlined, including identifying the learning goal, task, and criteria. Examples of holistic and analytic rubrics for speaking and writing are also provided. Web resources for finding and sharing rubrics are listed at the end.
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
Constructing rubrics to assess productive skills
1. Constructing rubrics to assess
productive skills
Edgar Guzman Cornejo
FACULTY OF EDUCATION AND HUMANITIES
DEPARTMENT OF FOREIGN LANGUAGES
2. WHAT IS A RUBRIC?
A rubric is a scoring tool that looks like a matrix
with a list of criteria that contains descriptors
in a performance scale which tells the
students what the different levels of
performance looks like.
(OTIS 2013)
3. Five Reasons to Use Rubrics
1. Rubrics tell students they
must do a careful job.
Information on the expected
quality of the task performed
is given to students.
4. Five Reasons to Use Rubrics
2. Rubrics set standards
Students know in
advance what they have
to do to achieve a
certain level.
5. Five Reasons to Use Rubrics
3. Rubrics clarify
expectations.
When levels are
described in clear
language, everyone
knows what is
required. The quality
of student work will
improve.
6. Five Reasons to Use Rubrics
4. Rubrics help
students take
responsibility for
their own learning.
Students use rubrics
to help study
information the
teacher values.
7. Five Reasons to Use Rubrics
5. Rubrics have value to
other stakeholders.
Anyone (including
colleagues, parents and
community members)
seeing a rubric and a
student score based on
that rubric knows what
content was mastered by
that student.
8. In addition, with rubrics we can…
Assess student
work in all
curriculum areas
Assess student
work at all
grade levels
Assess individual
or group projects
Provide students
with a tool for “self
assessment”
Provide students
with a tool
for “peer
assessment”
Let students know
what they must do to
find success in the
assignment
Address multiple
intelligence issues
Use technology! Make adjustments for
students with learning
differences
9. Advantages of using rubrics
For the Professor/Teacher
•Allow evaluation and
assessment to be more
objective and consistent
•Help focus to clarify his/her
criteria in specific terms
•Provide useful feedback
regarding the effectiveness of
the instruction
•Provide benchmarks against
which to measure and
document progress
For Students
•Help them define "quality“
•Promote student awareness
about the criteria to use in
assessing peer performance
•Help students judge and revise
their own work before handing
in their assignments.
•Clearly show the student how
their work will be evaluated
and what is expected
10. Main Components of Rubrics
• Dimensions, Criteria, Traits, Attributes
– Elements that characterize good performance of a
task
• Definitions and Descriptors
– To specify and clarify the meaning of each
dimension
• Scale of Values
– Numerical or Qualitative or Combination
• Optional
– Weights
– Examples or Models
13. STEP 1:
Identify the Expected Learning
Expected learnings, like
goals, are statements of
what students should know
and be able to do. However,
they are typically
achievable in one lesson.
e.g. The student interacts with
peers about environment
issues using fluent and
accurate language.
14. STEP 2:
Select an Authentic Task
Find a way students can
demonstrate that they are
fully capable of achieving the
expected learning. The
language of a well-written
expected learning can spell
out what a task should ask
students to do to demonstrate
their mastery of it.
15. STEP 3:
Identify the Criteria for the Task
Ask "What does good
performance on this task
look like?" or "How will I
know they have done a
good job on this task?"
Criteria: Indicators of
good performance on a
task
16. STEP 3:
Identify the Criteria for the Task
• Characteristics
of a Good Criterion
clearly stated
brief
observable
statement of behavior
written in a language
students understand
17. STEP 3:
Identify the Criteria for the Task:
Speaking
Expected Learning
The student interacts with peers about
environment issues using fluent and accurate
language.
Task
Work in pairs. Read your role cards and act it out
expressing facts and opinion about environment
issues.
Criteria (Indicators)
The student negotiates meaning when
expressing facts and opinion about environment
issues in a role play.
The student expresses facts and opinion about
environment issues fluently in a role play.
The student expresses facts and opinion about
environment issues using accurate language in a
role play.
18. STEP 4:
Construct the Rubric
Once you have identified
the criteria you want to
look for as indicators of
good performance, you
next decide whether to
consider the criteria
holistically or
analytically(essay).
19. Holistic Rubric
(Spoken interaction)
Score
Level
Criteria
4 The student’s spoken interaction is fluent and has no trace of first
language influence or mistakes on grammar nor pronunciation.
Negotiation of meaning is done when necessary.
3 The student’s spoken interaction is quite fluent and some pronunciation
(sounds, stress and intonation) as well as grammar can be traced back to
L1. Negotiation of meaning is present sometimes.
2 The student’s spoken interaction is evidently very much affected by L1
pronunciation (sounds, stress, intonation) and some hesitations, grammar
and lexical mistakes make comprehension a bit difficult.
1 The student’s spoken interaction is very much affected by L1
pronunciation and hesitations, grammar and lexical mistakes makes it
difficult to understand.
20. Analytic Rubric
(Spoken interaction)
Criteria Wt 4 3 2 1
Negotiation of
meaning
x2 The student asks
for clarification or
checks common
ground when
necessary.
The student
sometimes asks
for clarification or
checks common
ground.
The student
rarely asks for
clarification or
checks common
ground.
The student does
not ask for
clarification or
checks common
ground.
Fluency x2 The student always
delivers speech
smoothly and
naturally. There is
absence of pauses
and hesitations.
The student most
of the time
delivers speech
smoothly and
naturally. Pauses
and hesitations
don’t interfere with
communication
The student’s
interaction
presents several
pauses and
hesitations that
makes if quite
difficult to
understand.
The student’s
interaction is full of
pauses and
hesitations that
makes it difficult to
follow.
Pronunciation x2 The student
always produces
English sounds,
stress and
intonation correctly
The student
sometimes
produces English
sounds, stress
and intonation
correctly
The student
rarely produces
English sounds,
stress and
intonation
correctly
The student
produces English
sounds, stress and
intonation with
marked Spanish
accent
Grammar &
Lexis
x1 Few grammar
errors; precise and
appropriate lexis
Some grammar
errors; fairly broad
lexis. Some
errors.
Several grammar
errors; adequate
lexis but
repetitive.
Grammar full of
errors and words
don’t fit the context;
hard to understand.
21. Analytic Rubric
(Writing)
Criteria Wt 4 3 2 1
Organization x2 Information in
logical,
interesting
sequence which
reader can follow.
Student
presents
information in
logical sequence
which reader
can follow.
Reader has
difficulty
following work
because
student jumps
around.
Sequence of
information is
difficult to follow.
Content x2 Student
demonstrates full
knowledge (more
than required).
Student is at
ease with
content, but fails
to elaborate.
Student is
uncomfortable
with content
and is able to
demonstrate
basic concepts.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Vocabulary x1 Few errors;
precise and
appropriate
Fairly broad
vocabulary;
some errors
Adequate but
repetitive ;
invented words
Words don’t fit the
context; hard to
understand
Neatness x1 Work is neatly
done.
Work has one or
two areas that
are sloppy.
Work has three
or four areas
that are sloppy.
Work is Illegible.
22. Let’s give it a try...
03/02/2020 Dr. Edgar Guzman Cornejo
24. Creating & Sharing
Rubric Resources
• Squidoo Lens (http://www.squidoo.com/TeachCollege2 )
– “Reduce Hassles, Teach Smarter – Rubrics for College”
• Delicious bookmarks (http://delicious.com/srl18/rubrics )
– Tagged bookmarks which relate to rubrics
• RubiStar: (http://rubistar.4teachers.org )
– Helps the teacher who wants to use rubrics, but does not have
time to develop them from scratch
– Provides template rubrics that can … be printed and used for
many typical projects and research assignments.”
• iRubric (http://www.rcampus.com/indexrubric.cfm )
– Site for free development and sharing of rubrics
– Public gallery, how-to videos and building tools
Rubrics for College 24
25. Web Resources
• Teach-nology
http://www.teach-nology.com/web_tools/rubrics/
• Scholastic
http://www.sites4teachers.com/links/redirect.php?url=http://teache
r.scholastic.com/tools/rubric.htm
• Kathy Schrock’s Guide for Educators
http://school.discoveryeducation.com/schrockguide/assess.html
• Rubrician
http://www.rubrician.com/
• OTIS College of Arts & Design
http://www.otis.edu/rubrics
