Anna Reid

TCH LRN 409

Assessment Rubric Design

Task Description:
Students will obtain the, My Wonderful Body worksheet and cut out the labels at the bottom
and paste them into the correct location. For the assessment, Heart Rate the teacher will work
one on one with each student. First, the teacher will read aloud the information regarding the
average childs heart rate provided on the back of the lesson. Students may follow along as the
teacher reads. Next, the teacher will obtain the picture to ask the student questions about our
body system as well as math symbols and numbers. The teacher will then access the students
knowledge of language of math and science by using the oral assessment evaluation rubric
provided.
Analytic Rubric
Focus/ Level
Communication

Beginner
Student responds to
few questions with
very limited body
language. Very little
eye contact is made

Intermediate
Student responds to
some questions with
some body language.
Eye contact is made
about half of the time

Listening

Student speaks little

to no English, does
not understand what
is being asked
Uses very limited
vocabulary

Student understands
words and phrases,
some repetition is
needed
Uses adequate
vocabulary, some
irregularities present

Fluency

Repeats many words

and phrases. More
than 10 mistakes are
made.

Accuracy

More than 10 errors

in pronunciation,
grammar is very
limited

Speaks in short
sentences and
constantly searching
for the correct word.
5-10 mistakes are
made
5-10 errors in
pronunciation,
grammar and
sentence structure is

Vocabulary

Advanced
Student responds to
all questions with
body language when
needed. Eye contact
is made the entire
time
Student understands
all questions being
asked without
confusion
Uses a wide range of
vocabulary
appropriate to the
task
Speaks with near
native fluency, less
than 5 mistakes are
made

Less than 5 errors in

pronunciation,
grammar and
sentence structure is

acceptable

near native fluency

Justification:
The rubric I created for my oral language assessment activity was an analytic rubric
adapted to meet the needs of the assessment, Heart Rate. I adapted this rubric from the analytic
rubric on pg. 68 in our textbook, Authentic Assessment for English Language Learners. I
chose to assess my students orally because it requires almost no preparation from the student
(OMalley & Pierce, 1996, p.78). The rubric does meet the objectives of the main assessment
because it is evaluating students based on their responses to questions being asked by the teacher
with visual aids. Some questions require students to point to parts of their body which is
evaluated under the section, communication and whether or not the student uses body
language. My rubric does cover all five important criteria for student language oral assessment
which include communication, accuracy, fluency, listening, and vocabulary. One example from
my rubric is vocabulary, a student who is advanced will use a wide range of vocabulary that is
appropriate to the task. Vocabulary that would be appropriate would be heart rate, heart, beats per
minute, etc. Another example from my rubric is fluency. If the student is advanced in fluency
they will speak with near native fluency and less than five mistakes will be made.
I think the layout and the language used within the rubric is easily understood and I think
my students wouldnt have a problem understanding what is expected of them. I think it would
be helpful for my students to just focus on the advanced level and want to work towards that goal
for their oral language assessment. When it comes to other teachers being able to use this rubric I
dont think it will be difficult to understand. The layout is very clear and organized and the
difference between each level is clearly noticeable. I think one thing that makes the difference

between the levels so clear is that in the fluency and accuracy sections, I clearly stated how many
mistakes the student would make to fall under each level.
When it comes to limitations of using this rubric some teachers may complain that it is
very time consuming. Most analytic rubrics do prove to be time consuming, however they prove
to be most effective for communicating students strengths and weaknesses (OMalley & Pierce,
1996, p. 66). One thing you could do in the classroom to minimize this limitation of being time
consuming, could be to be very well organized and have the day planned out accordingly. You
will need to set aside at least two hours to complete this task and assessment with a class size of
roughly 20 students. Another limitation of using this rubric could be that it is not appropriate for
all age levels. One thing I would do as a teacher to minimize this limitation would be to make
sure that the students I am assessing with this rubric are of the appropriate age level and not use
it for two different classes that are of differing age levels.

References
OMalley, J., & Pierce, L. (1996). Authentic assessment for English language learners: Practical
approaches for teachers. Reading, Mass.: Addison-Wesley Pub.