1. Oral Presentation Rubrics Standards-based Assessment of and for Learning

2. Purpose and Outcomes This presentation is intended to:  Provide a brief overview of analytic trait rubrics.  Explain the foundational basis for the CUSD Analytic Rubrics. (Standards led the way!)  Provide a step-by-step guide for how to use the Oral Presentation Rubric for: Instruction Formative assessment (while teaching) Summative assessment (at the end of the teaching cycle)

3. Purpose and Outcomes Outcomes:  All elementary teachers will be able to utilize the Oral Presentation Rubrics: As a planning tool. With students. With parents. In preparation for navigating this presentation, please print a copy of your grade level’s Oral Presentation Rubric and have it in front of you.

4. CUSD Analytic Rubrics

5. All CUSD Analytic Rubrics: Are firmly based on the California State Content Standards. Use the language of the discipline to describe the dimensions of quality at each level of achievement. Should be used for both:  Guiding students as they seek to reach higher levels of quality as a result of their efforts (formative assessment).  Evaluating the level of quality reached (summative assessment).

6. What is an “analytic” rubric? An analytic rubric divides a product or performance into essential traits or dimensions so that they can be judged separately – one then analyzes a product or performance for essential traits. A separate score is provided for each trait. It therefore provides more specific, formative feedback to students, parents, and teachers about strengths and weaknesses of a performance.

7. The Format of an Analytic Rubric:     

8. CUSD Analytic Rubrics: Provide a “blueprint” for instruction during the planning phase, as well as a roadmap while teaching. Should be made public to students and parents prior to teaching, assigning, or assessing student work.

9. CUSD Analytic Rubrics: Have been built on a 4-point scale:  1 = Does Not Meet the Standard  2 = Approaches the Standard  3 = Meets the Standard  4 = Excels at the Standard

10. Oral Presentation Rubrics Please be sure to have a copy of your grade level’s Oral Presentation Rubric in front of you as you go through the remaining slides.

11. Oral Presentation Rubrics Based on the Listening and Speaking Strategies and Speaking Applications components of the California English/Language Arts Content Standards. As with other CUSD analytic rubrics, the Content Standards were used to determine:  The criteria for each level.  The specific vocabulary used.

12. Oral Presentation Rubrics Criteria to be taught and assessed are listed in the far left-hand column. Descriptions are provided for performance at the various levels of proficiency:  1: Does Not Meet the Standard  2: Approaches the Standard  3: Meets the Standard  4: Excels at the Standard

13. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization Please locate the criteria to be taught and assessed – both formatively and summatively – for Oral Presentations. These are on the far left side of the rubric. (The Speaking criteria will vary slightly by grade level.)

14. Listening Comprehension On the rubric, note that Listening Comprehension is the first criteria. The score for this criteria denotes how students listen and respond when others are speaking. This criteria will:  Guide instruction.  Assist you in assessing students in this area. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization

15. Listening Comprehension Remember, the “3” column describes what students should know and be able to do when they are meeting the standard. Please take a moment to read through the indicators for the “3 – Meets the Standard” for Listening Comprehension.

16. Assessing Listening Comprehension Because students won’t verbally respond to every oral presentation given, you will want to assess this skill over time. Keeping the criteria for Listening Comprehension on a clipboard with a class list would be one way to capture student performance as they ask questions, relate prior experiences, etc.

17. Speaking: Presentation The second criteria listed on the left side of the rubric is Speaking: Presentation. This criteria will be scored each time a student gives an oral presentation. Take a moment to read through the indicators for Speaking: Presentation. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization

18. Speaking: Presentation As the students give an oral presentation, highlight or circle the bulleted descriptors as they relate to the student’s performance. (You may want to tape record the presentation to assist in this process.)

19. Speaking Applications The next two sections on the rubric (delineated by the gray bars) represent required grade-level speaking applications. These speaking applications are aligned to the writing applications, and are reflected on the standards-based report card. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization 3 rd grade speaking application

20. Speaking Applications Note: At some grade levels, some speaking applications (such as poetry reading, oral summaries of articles, etc.) have been de-emphasized, and are not represented on the rubric. Take a moment to read through the “Meets the Standards” column for your own grade level’s speaking applications.

21. Speaking Applications Each speaking application has two criteria: (Please click to see these highlighted.)  Content  Organization Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization

22. Speaking Applications Focus on the speaking application aligned with the writing application you are teaching at that time. Score only the two rows of criteria for the speaking application being assessed.  For example, Narrative Content and Narrative Organization would be scored for a Narrative Presentation. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization

23. Scoring Example: 3 rd Grade Narrative Thus, for a 3 rd Grade Narrative presentation, you would score these criteria. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization

24. Scoring Example: 3 rd Grade Descriptive Conversely, for a 3 rd Grade Descriptive presentation, you would score these criteria. Level Criteria Listening Comprehension Speaking: Presentation Speaking: Narrative – Content Speaking: Narrative – Organization Speaking: Descriptive – Content Speaking: Descriptive – Organization

25. Scoring Remember, the “3” on the Oral Presentation Rubrics represents meeting the California State standards in the particular type of presentation. When assessing summatively, if a student’s performance in a specific criteria indicates incomplete attainment of the standard, then he should receive the score represented by the lower description of performance.

26. Summative Assessment For example, consider this 3rd grader’s performance on the on the criteria for Speaking: Narrative Content: 2 Approaching the Standard 3 Meets the Standard Few ideas, observations, or recollections are used to describe an event or experience that may or may not be memorable. Provides limited insight into why the incident is memorable. Missing one story element. Details and/or facts are present, but do not develop character, setting, and/or plot. Ideas, observations, or recollections are used to describe a memorable event or experience. Provides insight into why the selected incident is memorable. Includes all story elements. Details and facts are well-chosen to develop character, setting, and plot.

27. Some of the criteria for a “3” have been met. But the presentation is missing insight into why the incident is memorable, and is missing a story element. Therefore, the score for this criteria for this presentation would be a “2”, Approaching the Standard. 2 Approaching the Standard 3 Meets the Standard Few ideas, observations, or recollections are used to describe an event or experience that may or may not be memorable. Provides limited insight into why the incident is memorable. Missing one story element. Details and/or facts are present, but do not develop character, setting, and/or plot. Ideas, observations, or recollections are used to describe a memorable event or experience. Provides insight into why the selected incident is memorable. Includes all story elements. Details and facts are well-chosen to develop character, setting, and plot.

28. The “Final Score” (found in the lower right-hand corner of the rubric) is a determined by adding the scores for:  Listening Comprehension  Speaking Presentation  One Speaking Application (e.g. Narrative) represented by two scores: Content Organization Divide by 4 for the final score. (In this case, the student is not quite meeting the standards.) 2 3 2 3 10/4 = 2.5

29. Grading Best practice in grading calls for:  Allowing students multiple opportunities to prove to you that they have met the standard.  Using only assessments toward the end of a teaching/learning period to determine the final level of proficiency.  Omitting early attempts at mastery in the final grade or score.  Providing opportunities for practice that are not “counted” toward the final grade or score.

30. Remember that CUSD Analytic Rubrics: Are based on California Content Standards. Use the vocabulary from the standards. Guide instruction. Provide specific formative feedback for students as they work toward meeting grade-level standards. Provide summative assessment criteria by which students are evaluated.