Objectives for this session

1. Why did I get a 5 out of 10? Connecting standards, assessment, and instruction:the power of rubrics.Peace CorpsErin Bohler, Msg. TEFL Teacher Trainer

2. Objectivesforthissession 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 Score per criteria Total Score :

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. Advantages of rubrics for students • Provides self-monitoring system • Provides clear work expectations • Guides students to the next step to improve their performance on a task

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.

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. 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. Speaking Rubric

18. Review The Steps

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!