Rubrics for Developing Speaking Skills-libre

Rubrics: Effective Tools for Developing Speaking Skills

Samira Bakr, PhD

ELT Counselor, MoE

Nile TESOL 2013 Samira Bakr

Objectives By the end of the session, participants will

be able to: Describe characteristics of a rubric Distinguish between analytic and holistic rubrics Design a rubric Articulate how rubrics can be useful


Do you speak English???


Many language learners regard speaking ability is the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language.


Activity In group of three B Talks about his/her hobby. A & C assess Bs performance ( 5 marks)


Authentic assessment It is typically criterion-referenced measures. That is, a student's aptitude on a task is determined by matching the student's performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task.


Types of rubrics 1. Holistic rubrics Holistic scales or rubrics respond to

language performance as a whole. Each score on a holistic scale represents an overall impression; one integrated score is assigned to a performance. The emphasis in holistic scoring is on what a student does well.


2. Analytic rubrics Analytic scales are divided into

separate categories representing different aspects or dimensions of performance. Each dimension is scored separately, then dimension scores are added to determine an overall score.


What is a rubric? A scoring scale used to assess student performance along a task-specific set of criteria. A rubric is comprised of two components: criteria and levels of performance


Scale 3 poor

Scale 2 good

Scale 1 excellent

Description

Description

Description Dimension

Description

Description

Description

Dimension

The criteria or characteristics of a task, are listed in the left-hand column in the rubric


Descriptors

Descriptors spell out what is expected of students at each level of performance for each

criterion


Why Include Levels of

Performance? Clearer expectations it is very useful for the students

know what is expected of them and teachers know what to look for in student performance.


More consistent and objective

assessment levels of performance permit the teacher to more consistently and objectively distinguish between good and bad performance, when evaluating student work


Better feedback Identifying specific levels of student performance allows the teacher to provide more detailed feedback to students. The teacher and the students can more clearly recognize areas that need improvement


What do you assess in speaking activities?


Mechanics pronunciation, grammar, and vocabulary Using the right words in the right order with the correct pronunciation


Functions Transaction and interaction: Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)


Social and cultural rules and

norms Turn-taking, rate of speech, length of pauses between speakers, relative roles of participants: Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.


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Documents

Rubrics for Developing Speaking Skills-libre