Al i Cul ler ton, Ph.D. Eng l i s h Lang uag e Fe l low

EVALUACIÓN A ESTUDIANTES Y

ESCRITURA DE RÚBRICAS

STUDENT EVALUATION AND RUBRIC-WRITING

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WELCOME!!!

¡  The powerpoint presentation will be posted on our website: www.bncloja.org on our “Entrenamiento a Profesores de Ingles” page.

POWERPOINT PRESENTATION

ENGLISH STANDARDS: ECUADORIAN MINISTRY OF EDUCATION

Today, we are focusing closely on the standards for Classroom-Based Assessment for English Language Learners. We are discussing different types of assessments and learning about the tools we can use to measure student achievement.

¡ Rubrics: § Analytical, § Developmental § Peer/Self Evaluation

¡ Formative vs. Summative Assessments ¡ Informal vs. Formal Assessments ¡ Running Records Assessment ¡ English language standards

Ask the person next to you: 1. What is a rubric?

2. Have you ever used a rubric to grade an

assignment?

PAIR/SHARE

RUBRIC: a scoring tool that matches goals with levels of achievement.

Can be used to grade various types of student work.

WHAT ARE RUBRICS?

¡ Rubrics we will talk about today: §  Analytic §  Developmental §  Self/Peer Evaluations

ANALYTIC RUBRICS

¡  Analytic Rubric: Identifies what goals would “look like” at dif ferent levels of a achievement to help you grade.

ANALYTIC RUBRIC

Needs Improvement (1)

Developing (2)

Sufficient (3)

Above Average (4)

Goal 1

Goal 2

Goal 3 TOTAL 12 POINTS

Desired Goals of the Assignment

What goals “look like” on all levels.

¡ It doesn’t just give us the options of YES/NO, it allows us to grade how WELL a student did on the task.

¡ It makes grading easier!

COOL THING ABOUT RUBRICS…

NEE

DS

IMPR

OVEM

ENT The paper is

confusing and hard to follow. It does not have an introduction, 3 body paragraphs and a conclusion. It may have 5 paragraphs, but they are not organized.

DEV

ELO

PIN

G

This paper only fulfills some of the requirements. Sections of it are clear, but there are other sections that are very unclear. It is not acceptable as it is.

SUFF

ICIE

NT This paper can be

understood but has some confusing elements. It fulfills most of the desired requirements, but not all of them. It is acceptable but there is room for improvement.

ABOV

E AV

ERAG

E -introduces ideas for body in introduction -BODY: expands upon ideas, gives examples and analysis -summarizes and brings thoughts to a close in conclusion

GOAL FOR AN ‘ESSAY’ = FLUENCY

Needs Improvement (1)

Developing (2) Sufficient (3) Above Average (4)

FORMAT: Length Look

Does not fulfill the requirements of: length, formatting, font, margins and/or other formatting requirements.

Fulfills SOME of the formatting requirements (between 2-4)

Fulfills MOST of the formatting requirements (at least 5 of the 7 requirements).

-5 paragraphs (Intro, 3 body, and conclusion) -12 pt. font -Times New Roman -Normal Margins -Typed -Includes Name -Includes Title

FLUENCY: Easy to follow? Clear?

The paper is confusing and hard to follow. It does not have an introduction, 3 body paragraphs and a conclusion. It may have 5 paragraphs, but they are not organized.

This paper only fulfills some of the requirements. Sections of it are clear, but there are other sections that are very unclear. It is not acceptable as it is.

This paper can be understood but has some confusing elements. It fulfills most of the desired requirements, but not all of them. It is acceptable but there is room for improvement.

-introduces ideas for body in introduction -BODY: expands upon ideas, gives examples and analysis -summarizes and brings thoughts to a close in conclusion

LANGUAGE: Grammar Spelling Word choice

MANY problems with grammar, run-ons, spelling, word choice and/or vocabulary.

There are problems with the language, but not in all areas.

There are only a few issues with language. On the right track, but still some room for improvement.

-uses high level vocabulary -uses correct grammar -no run-on sentences -correct spelling -word choice is clear

Some sections are more important than others.

Not all sections should be worth the same amount of points.

Ask yourself: • What is the point of

this lesson? • What am I

measuring? • What is the most

important part of the assignment?

• What is the least important part of the assignment?

WEIGHT FOR RUBRICS

LET’S CHANGE THE WEIGHT OF THE RUBRIC WE LOOKED AT BEFORE

Needs Improvement Developing Sufficient Above Average

FORMAT: (4 points) length look

Does not fulfill the requirements of: length, formatting, or other requirements. 1 POINT

Fulfills SOME of the formatting requirements (between 2-4) 2 POINTS

Fulfills MOST of the formatting requirements (at least 5 of the 7 requirements). 3 POINTS

-5 paragraphs (Intro, 3 body, and conclusion) -12 pt. font -Times New Roman -Normal Margins -Typed -Includes Name -Includes Title 4 POINTS

FLUENCY: (12 points) Easy to follow Clear

The paper is confusing and hard to follow. It does not have an introduction, 3 body paragraphs and a conclusion. It may have 5 paragraphs, but they are not organized. 3 POINTS

This paper only fulfills some of the requirements. Sections of it are clear, but there are other sections that are very unclear. It is not acceptable as it is. 6 POINTS

This paper can be understood but has some confusing elements. It fulfills most of the desired requirements, but not all of them. It is acceptable but there is room for improvement. 9 POINTS

-introduces ideas for body in introduction -BODY: expands upon ideas, gives examples and analysis -summarizes and brings thoughts to a close in conclusion 12 POINTS

LANGUAGE: (8 points) Grammar Spelling Word choice

MANY problems with grammar, run-ons, spelling, word choice and/or vocabulary. 2 POINTS

There are problems with the language, but not in all areas. 4 POINTS

There are only a few issues with language. On the right track, but still some room for improvement. 6 POINTS

-uses high level vocabulary -uses correct grammar -no run-on sentences -correct spelling -word choice is clear 8 POINTS TOTAL POSSIBLE: 24

DEVELOPMENTAL RUBRICS

Cognition

Acquiring knowledge

Development

Growth over time

Improvement

Making progress on

learning

Interpersonal

Within one’s self

Intrapersonal

Interaction between people

DEVELOPMENTAL RUBRIC

Developmental Rubric: Purpose is NOT to evaluate performance/assignment but to answer the question: “to what extent are students in our classes DEVELOPING this skill/ability/value/etc.?” Are they improving?

BEST TO BE USED ACROSS GRADE LEVELS & OVER TIME…

¡  St andards can be found a t : h t tp : //educac ion .gob .ec/es tandares -de - ing les/

ECUADORIAN MINISTRY OF EDUCATION ENGLISH LANGUAGE STANDARDS

Domain Level A1: end of 9th year of Basic General Education

Level A2: end of the first year of Bachillerato

Level B1: end of the third year of Bacillerato

1. Language: language structure, communication, language acquisition, developmental and language fluency.

2. Culture: knowledge of cultures and how it affects learning

3. Curriculum Development: planning for standards-based English, implementing and managing standards and using resources and technology effectively.

4. Assessment: gathering and evaluation including language proficiency and classroom-based assessment

5. Professionalism and Ethical Commitment of Teachers

WHAT WOULD THIS LOOK LIKE AT EACH LEVEL? HOW WOULD YOU MEASURE GROWTH?

DOMAIN 1. LANGUAGE

Domain Level A1: end of 9th year of Basic General Education

Level A2: end of the first year of Bachillerato

Level B1: end of the third year of Bacillerato

1. Language: language structure, communication, language acquisition, developmental and language fluency.

ENGLISH LANGUAGE STANDARDS

Listening, Reading, Speaking Production, Speaking Interaction, and Writing.

LISTENING & READING: DEVELOPMENTAL RUBRIC

SPEAKING PRODUCTION, SPEAKING INTERACTION & WRITING: DEVELOPMENTAL

RUBRIC

PARTNER WORK: HOW TO ASSESS?

Do you understand the standards and where your students should

be at each level?

How will you measure their growth at each

level?

Your lesson plans, assignments and tests should ALWAYS be aligned with the standards.

1.  Turn to a partner and discuss these issues. 2.  A few volunteers come up to the front of the room and share what they discussed

with the group.

¡ 1. Grade an assignment (essay, book report, project, speech, debate, etc.)

¡ 2. Check development of students (from year

to year, across grade levels, across many years, etc.)

¡ 3. Peer-Evaluation (Grade classmates) ¡ 4. Self-Evaluation (Grade yourself)

DIFFERENT REASONS TO USE RUBRICS

RUBRICS FOR PEER AND SELF EVALUATIONS

https://www.teachingchannel.org/videos/designing-rubrics Peer Evaluation: When classmates evaluate each other (informally) to help them understand what they could be doing differently.

DESIGNING RUBRICS FOR PEER-EVALUATION

¡ FIRST, the teacher writes a list of what she wants to see the students complete for the final project.

¡ SECOND, the teacher passes out peer-evaluation

rubrics so the students can rate themselves and understand what they need to do to receive a good grade.

¡ THIRD, students talk about their rubrics with their

classmates (peers) and get helpful hints about how they can make their project even better.

REVIEW OF VIDE0

Component Possible Points Justification What are 2 things you can do to get more points?

PEER: What is an idea you have that can help?

Calculations Where are you now? 1--------------------10

Creativity Where are you now? 1--------------------11

Neatness Where are you now? 1--------------------11

Writing Assignment

Where are you now? 1--------------------20

A CLOSER LOOK…

A CLOSER LOOK…

¡ What does Ms. Hobbs think about when designing

rubrics? ¡ How does designing rubrics fit into your planning

process? ¡ What do students learn from doing a mid-project

rubric review?

¡ Why is it helpful for students to talk to a classmate about their projects?

TURN & TALK

Grade fairly Match grades with desired

goals

Be transparent

Stay organized

They are easy to create.

WHY USE RUBRICS?

They allow us to…

FORMATIVE VS. SUMMATIVE ASSESSMENTS

Formative Assessment Summative Assessment

Assessment FOR learning Assessment OF learning

Assessments “along the way” (process) Assessment at the end

Give feedback (and points when needed)

Give Grade or Score

Examples: -Exit Slips -Checking for Understanding -”Do-Now” Warm Up Activities -Homework -Conferences with Students -Running Records -Quiz with feedback instead of grade -Test used to re-teach a confusing idea -Portfolios

Examples: -Quiz for a grade -Test for a grade -Formal Portfolio -Standardized Test

FORMATIVE & SUMMATIVE ASSESSMENTS

¡ 4.c.3: Use various instruments and techniques to assess language skills.

¡ Running Records: Observe students read aloud and

record information to analyze fluency. § Count number of words § Analyze for errors and miscues § Keep track of progress

RUNNING RECORDS

RUNNING RECORDS

1.  Choose a text for student to read (that they have not read before).

2.  Option 1: sit across from student (have your own copy of the text)

Option 2: sit next to the student 3.  Take notes while student reads. 4.  Compare notes over time to see how

student is improving. 5.  Make texts more difficult over time.

RUNNING RECORDS: HOW TO MARK ERRORS

EXAMPLE OF RUNNING RECORDS

✓ Repeat a word CORRECTLY Skips a word Incorrect word Correct word Self Correction

−

SC

               Text:  The  horse  ran  down  the  road.                Student:  “The  house  ran  down  the  road.”        

FORMAL VS. INFORMAL ASSESSMENT

INFORMAL VS. FORMAL ASSESSMENT

Informal

Participation Points

Daily Check Ins (Verbal)

Raise hands if you understand

Exit & Entrance Slips

Journals

Self & Peer Evaluations

Formal

Worksheets

Essays

Speeches and Debates

Tests & Quizzes

Projects (Independent and Group)

*good for use with rubrics

¡  Your students should receive points for participating in your class. An example of a rubric you can keep throughout the year would look like:

PARTICIPATION POINTS

Student Name

Class 1 Class 2

Class 3

Class 4

Class 5

Class 6

Class 7

Class 8

Class 9

Class 10

Total

Maria 0 5 5 3 4 0 0 0 5 5 27

Jose 1 0 2 2 3 4 0 2 2 1 17

Juan 3 3 3 3 3 3 3 3 3 3 30

Maria a lot of absences, but is a great participant when she is in class. Jose has great attendance, but hardly ever participates. Juan has excellent attendance and participates an average amount.

¡ You can also use them for: § Attendance (Yes/No) § Staying on task

RUBRICS-WHAT ARE THEY GOOD FOR?

To write a rubric follow these steps:

1. Create a table with the number of goals for your

assignment.

2. Write in the desirable skill in the “above average”

column for each goal.

3. Fill in the other columns (Needs Improvement,

Developing and Sufficient).

4. Think about which goal is the most and least

important in the assignment.

5. Write in points for each goal which reflect the most

important skills for the assignment.

6. Tell students what they will be graded on (this

should match exactly with the “above average”

column of your rubric).

7. When assignments are collected, use rubrics to

grade them.

8. (Optional) Attach rubrics to returned assignments, so students know where they succeeded and where they

need improvement.

RUBRIC-WRITING

ASSESS LANGUAGE SKILLS

FORMAL INFORMAL

•  Oral Proficiency Interview •  Simulated Oral Proficiency Interview •  Picture-cued descriptions or stories •  Oral prompts •  Text retelling •  Role Playing •  Speeches •  Debates

•  Take notes while student describes what they have learned.

•  Take notes as you observe your student follow spoken instructions

•  Record word for word the sentences your student says.

•  Take notes as student participates in planned and specific listening and speaking activities.

•  Digital voice recordings. •  Write observations about student. •  samples from formative assessment

activities.

*You can make a rubric to take notes on oral language!

SPEAKING RUBRIC EXAMPLE

PRESENTATION RUBRIC EXAMPLE

ONE ON ONE ORAL ASSESSMENT

SOLOM

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PRÓXIMAS CHARLAS

¡  Rubrics:

§  http://rubistar.4teachers.org/index.php?screen=NewRubric §  http://www.rubrics4teachers.com/writing.php §  http://www.teach-nology.com/web_tools/rubrics/ §  http://www.getworksheets.com/samples/rubrics/writing.html §  http://eatvancouver.net/picswaac/marking-rubric-for-writing §  http://www.readwritethink.org/search/?

sort_order=relevance&q=rubric&srchgo.x=0&srchgo.y=0&old_q=

RESOURCES

¡  http://www.rubrics4teachers.com/writing.php ¡  https://www.rcampus.com/rubricshowc.cfm?

sp=yes&code=Q522CA& ¡  http://teachingcommons.depaul.edu/Feedback_Grading/

rubrics/types-of-rubrics.html ¡  http://educacion.gob.ec ¡  http://www.ncpublicschools.org/curriculum/worldlanguages/

resources/orallanguages/04creating?&print=true ¡  http://esolonline.tki.org.nz/ESOL-Online/Student-needs/

English-Language-Learning-Progressions/ELLP-professional-support-modules/Module-1-Oral-Language/Gathering-Information/Opportunities-for-oral-language-assessment

¡  https://cop.elprograms.org/sites/default/files/SOLOM.pdf

REFERENCES