Facultad de Educación

Pedagogía Media en Inglés

Rubrics Design

Bryan Abos-Padilla V.

Camila Muñoz F.

May 15th, 2015

I. Introduction

Among the variety of assessment instruments, rubrics are considered a fundamental tool

in teaching methodology, due to its use allows teachers to collect relevant information

about student’s performance in specific tasks or assignments. Despite the four different

types of rubrics used in the assessment process of learning, which are checklists, rating,

analytic and holistic scales, the following paper presents two rubrics for evaluating a

receptive and a productive skill in the context of two different tasks.

II. Description of Class Context

The Hernan Valenzuela Leyton Industrial High School is a coeducational public

institution that depends on Coreduc Company and it is mainly dedicated to the teaching of

industrial specialties. It is located in Hualpén, Biobio Region and nowadays it houses 834

students distributed in 24 courses from 9th to 12th grade of secondary education.

The sample class is a 9th grade composed of 35 students, where most of them are

male and there are only 9 females, since the school provides technical education in

careers that are often offered for men. The average age of students varies between

thirteen to fifteen years old. Since most of the students are new in the institution, it is not

possible to clearly define the background level of English of the students, but in general,

most of the pupils have a low level.

III. TASK I

o Name of Unit: Unit 2 -Heathy Life

o Class context: 9th grade of Hernan Valenzuela Leyton Industrial High School

o Length of class: 45 minutes

o Type of Lesson: TBL (Task Based-Learning)

o Lesson aim: Students will be able to explain rules related to different sports in

written and spoken form.

o Linguistics aim: Use of can and cannot (can’t) in productive skills

o Lesson outcome: In groups of four students, create a poster explain rules related

to sports and then report them in front of the class orally (see sample on Appendix

I)

o Skill: Productive skills, writing and speaking

o Task Description: Evaluate written competence through the design of a poster,

explaining the rules of different sports, and spoken competence through the oral

report of the posters created.

o Purpose: In the context of the international week of physical activity, the school

organizes various activities to celebrate the important date, hence, a competition of

poster designs in English will be held, which will be exhibited all over the school.

o Assessment instrument: The assessment devise chosen to evaluate the

productive skills in the context of this task is an analytic rubric, since analytic

rubrics best describes the expected outcome the students need to show at the end

of the lesson, and are easy to follow if they are well known by the teacher both at

the moment of the evaluation and scoring the students’ performance (see chart 1).

Productive skills: Poster design and presentation.

Student Name:     ___________________________________________

CATEGORY 4 3 2 1

Poster design

The poster is colourful and original. It shows clearly the parts requested (Title, requested number of sentences, images, etc.)

The poster is colourful, but one of the parts or number of sentences are missing.

The poster looks plane and/or more than one of the requested parts are missing.

The poster is both plane and disorganized and many parts are missing or there is very little information in it.

Language The language used in the adequate to the level, clear and grammatically correct.

The language used in the adequate to the level but there is evidence of some evidence of grammar mistakes.

The language used is adequate to the level, but there are several grammar mistakes.

The language used is inadequate to the level and also there are clear grammatical errors.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Looks confident.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces a couple words. Looks confident.

Speaks clearly and distinctly most (94-85%) of the time. Mispronounces more than one word. Looks nervous but prepared.

Often mumbles or cannot be understood OR mispronounces more than one word. Looks nervous and unprepared.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Volume Volume is loud enough to be heard by all

Volume is loud enough to be heard by all

Volume is loud enough to be heard by all

Volume often too soft to be heard by all

audience members throughout the presentation.

audience members at least 90% of the time.

audience members at least 80% of the time.

audience members.

Adapted from: http://rubistar.4teachers.org/

Chart 1

IV. TASK II

o Name of Unit: Unit 2 -Heathy Life

o Class context: 9th grade of Hernan Valenzuela Leyton Industrial High School

o Length of class: 45 minutes

o Type of Lesson: TBL (Task Based-Learning)

o Lesson aim: Students will be able to demonstrate reading comprehension of a

Biography (refer to appendix II)

o Linguistics aim: Use of can and cannot (can’t) in productive skills

o Lesson outcome: Complete a graphic organizer of important information about a

biography of a famous athlete, individually (refer to appendix III).

o Skill: Receptive skill, reading

o Task Description: Evaluate reading comprehension through the graphical

organization of important information taken from a biography of a famous athlete.

o Purpose: In the context of the international week of physical activity, the school

arranges a place in the school library to display different graphic organizers on the

biography of famous athletes in the world.

o Assessment instrument: As stated in the previous task, analytic rubrics are both

easy to apply and to score, and also, they provide detailed information of the

performance of the students in this aspect. For that reason in order to evaluate

reading comprehension, the assessment devise chosen is an analytic rubric. (see

chart 2).

Reading comprehension: Graphic organizer

Student Name:     ___________________________________________

CATEGORY 4 3 2 1

Identifies important information

Student is able to identify the general idea on each writing box.

The student lists most of the main points of the text.

The student lists most of the main points. S/he highlight some unimportant points.

The student cannot differentiate important information with accuracy.

Identifies details

Student provides explanation for each general idea.

Student mentions several details for each main point.

Student is able to locate details, but some are redundant or not important.

Student cannot locate details with accuracy or explanation is very vague.

Summarization Student uses only 1-3 sentences to describe clearly what the article is about.

Student uses several sentences to accurately describe what the article is about.

Student summarizes most of the article accurately, but has some slight misunderstanding.

Student has great difficulty summarizing the article.

Clarity Answers are very easy to understand. They are clear and concise.

Answers are easy to understand. Almost all of the time they are clear and concise.

Answers are sometimes understandable, but need to be more to the point.

Answers are difficult to understand.

Language The language used is consistent both to the text read and the class level

The language used is adequate, but some of it is too basic for the level.

The language used is basic and most of the information is textual copy from the text.

The information presented in the text is a textual copy of the text and does not connect with the class level.

Adapted from: http://rubistar.4teachers.org/

Chart 2

V. Appendixes

o Appendix I

Samples expected outcome of Task I, a poster about Sports and its rules.

Sample I:

Sample II:

o Appendix II

Biography sample of a famous Chilean athlete Tomas Gonzalez for Task II.

Enrique Tomás González Sepúlveda is a Chilean artistic gymnast. He was born on November 22, 1985 in Santiago, Chile. He is the first gymnast of his country to medal at World Cup events, and the first to qualify for a Summer Olympic Games. He specializes in vault and floor exercises.

González has won nine medals (four golds, four silvers and one bronze) at World Cup events, five medals (three silvers and two bronzes) at Pan American Games, seven medals (two golds, two silvers and three bronzes) at South American Games and one gold medal at the January 2012 London Olympics test event (where he qualified for the Olympics). He has participated in four World Championships (2007, 2009, 2010 and 2011), finishing seventh in Floor in 2009 and sixth in the same exercise in 2011.

In April 2011 González was ranked World No. 1 in Floor and Vault for the first time.

At the 2012 Summer Olympics González finished fourth in the Floor and Vault finals, with a score of 15.366 (out of 16.500) and 16.183 (out of 16.800), respectively. His execution score of 9.383 in Vault was the highest among the eight finalists.

o Appendix III

Graphic organizer sample for Task II.