1. 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

2. 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

3. What About Rubrics? What is a rubric? What is it used for? When can we use rubrics? Why are they useful?

4. What makes a good bubble? Two volunteers blow bubbles and audience grades score 1-3

5. How would we articulate a good bubble to students? Make a bubble rubric Total Score : Score per criteria

6. 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.

7. 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

8. Advantages for teachers: Save time grading Reduces teacher subjectivity Clarifies what to teach Defines the focus of assessment

9. 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

10. 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.

11. 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.

12. Criteria4321 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 character’s feelings, situation and motives. Uses very good props according to role which leads to competent communication of character’s feelings, situations and motives. Uses good props according to role which leads to adequate communication of character’s feelings, situation and motives. Uses low quality props which leads to limited communication of character’s 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.

13. 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

14. 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?

15. 123 FluencyPauses often and/or is difficult to understand GrammarLimited use of target grammar Vocabulary1-2 uses of unit vocabulary ? Speaking Rubric

16. 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?

17. 123 Fluencypauses often and/or is difficult to understand pauses several times (+5)and is intelligible Unnoticeable pauses and is intelligible GrammarCorrect 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 Vocabulary1-2 uses of unit vocabulary 3-4 uses of unit vocabulary +5 uses of unit vocabulary TimeEnds before 3 minutes/ goes over 5 minutes Speaks for 3-5 minutes Speaking Rubric

18. 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

19. 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?

20. 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

21. Final Questions? Thank you for your participation!