Why did I get a

5 out of 10?

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


Peace Corps
Erin Bohler, Msg.
TEFL Teacher Trainer

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


What makes a good bubble?
Two volunteers blow bubbles and audience grades score 1-3
How would we articulate a good
bubble to students? 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 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 of
rubrics for
students
Advantages for
teachers:
Save time grading
Reduces teacher subjectivity
Clarifies what to teach
Defines the focus of assessment


Writing Rubric Criteria- hardest
part of rubrics
What 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 rounded
shape
How to write rubric criteria and
performance descriptors
You 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
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 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 1
Team 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 of
the 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
according to role which
leads to
competent
communication of
characters
feelings, situations
and motives.

Uses good props
according to role which
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
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 and
Body 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:
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:
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 Rubric
Share
What 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 grammar
1-2 examples in
the allotted time
Correct use of
target grammar
3-4 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 Rubric
Review The Steps
How will students express/demonstrate their learning from best to worst
Describe the best performance first and then worst
performance 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 students
need to know or be able to do. Select 4 -6criteria and
write short phrase in criteria column
Each criteria should be a different skill and
measurable
What is the speaking activity you want to evaluate
What is the age and level of English
What are your learning goals for this activity based
on unit, semester, theme
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
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!