STUDENT EVALUATION AND RUBRIC-WRITING

Transcription

1 EVALUACIÓN A ESTUDIANTES Y ESCRITURA DE RÚBRICAS STUDENT EVALUATION AND RUBRIC-WRITING Ali Cullerton, Ph.D. English Language Fellow

2 WELCOME!!! Before we get started. 1. Please remember to sign the SIGN-IN form that is being passed around. 2. Please turn cell phones on silent.

3 POWERPOINT PRESENTATION The powerpoint presentation will be posted on our website: on our Entrenamiento a Profesores de Ingles page.

4 ENGLISH STANDARDS: ECUADORIAN MINISTRY OF EDUCATION Today, we are focusing closely on the standards for Classroom-Based Assessment for English Language Learners. We are discussing different types of assessments and learning about the tools we can use to measure student achievement.

5 Rubrics: Analytical, Developmental Peer/Self Evaluation Formative vs. Summative Assessments Informal vs. Formal Assessments Running Records Assessment English language standards

6 PAIR/SHARE Ask the person next to you: 1. What is a rubric? 2. Have you ever used a rubric to grade an assignment?

7 WHAT ARE RUBRICS? RUBRIC: a scoring tool that matches goals with levels of achievement. Can be used to grade various types of student work.

8 Rubrics we will talk about today: Analytic Developmental Self/Peer Evaluations

9 ANALYTIC RUBRICS

10 ANALYTIC RUBRIC Analytic Rubric: Identifies what goals would look like at different levels of a achievement to help you grade. Needs Improvement (1) Developing (2) Sufficient (3) Above Average (4) Goal 1 Goal 2 Goal 3 What goals look like on all levels. Desired Goals of the Assignment TOTAL 12 POINTS

11 COOL THING ABOUT RUBRICS It doesn t just give us the options of YES/NO, it allows us to grade how WELL a student did on the task. It makes grading easier!

12 GOAL FOR AN ESSAY = FLUENCY NEEDS IMPROVEMENT The paper is confusing and hard to follow. It does not have an introduction, 3 body paragraphs and a conclusion. It may have 5 paragraphs, but they are not organized. DEVELOPING This paper only fulfills some of the requirements. Sections of it are clear, but there are other sections that are very unclear. It is not acceptable as it is. SUFFICIENT This paper can be understood but has some confusing elements. It fulfills most of the desired requirements, but not all of them. It is acceptable but there is room for improvement. ABOVE AVERAGE -introduces ideas for body in introduction -BODY: expands upon ideas, gives examples and analysis -summarizes and brings thoughts to a close in conclusion

13 FORMAT: Length Look FLUENCY: Easy to follow? Clear? LANGUAGE: Grammar Spelling Word choice Needs Improvement (1) Does not fulfill the requirements of: length, formatting, font, margins and/or other formatting requirements. The paper is confusing and hard to follow. It does not have an introduction, 3 body paragraphs and a conclusion. It may have 5 paragraphs, but they are not organized. MANY problems with grammar, run-ons, spelling, word choice and/or vocabulary. Developing (2) Sufficient (3) Above Average (4) Fulfills SOME of the formatting requirements (between 2-4) This paper only fulfills some of the requirements. Sections of it are clear, but there are other sections that are very unclear. It is not acceptable as it is. There are problems with the language, but not in all areas. Fulfills MOST of the formatting requirements (at least 5 of the 7 requirements). This paper can be understood but has some confusing elements. It fulfills most of the desired requirements, but not all of them. It is acceptable but there is room for improvement. There are only a few issues with language. On the right track, but still some room for improvement. -5 paragraphs (Intro, 3 body, and conclusion) -12 pt. font -Times New Roman -Normal Margins -Typed -Includes Name -Includes Title -introduces ideas for body in introduction -BODY: expands upon ideas, gives examples and analysis -summarizes and brings thoughts to a close in conclusion -uses high level vocabulary -uses correct grammar -no run-on sentences -correct spelling -word choice is clear

14 WEIGHT FOR RUBRICS Some sections are more important than others. Not all sections should be worth the same amount of points. Ask yourself: What is the point of this lesson? What am I measuring? What is the most important part of the assignment? What is the least important part of the assignment?

15 LET S CHANGE THE WEIGHT OF THE RUBRIC WE LOOKED AT BEFORE Needs Improvement Developing Sufficient Above Average FORMAT: (4 points) length look Does not fulfill the requirements of: length, formatting, or other requirements. 1 POINT Fulfills SOME of the formatting requirements (between 2-4) 2 POINTS Fulfills MOST of the formatting requirements (at least 5 of the 7 requirements). 3 POINTS -5 paragraphs (Intro, 3 body, and conclusion) -12 pt. font -Times New Roman -Normal Margins -Typed -Includes Name -Includes Title 4 POINTS FLUENCY: (12 points) Easy to follow Clear The paper is confusing and hard to follow. It does not have an introduction, 3 body paragraphs and a conclusion. It may have 5 paragraphs, but they are not organized. 3 POINTS This paper only fulfills some of the requirements. Sections of it are clear, but there are other sections that are very unclear. It is not acceptable as it is. 6 POINTS This paper can be understood but has some confusing elements. It fulfills most of the desired requirements, but not all of them. It is acceptable but there is room for improvement. 9 POINTS -introduces ideas for body in introduction -BODY: expands upon ideas, gives examples and analysis -summarizes and brings thoughts to a close in conclusion 12 POINTS LANGUAGE: (8 points) Grammar Spelling Word choice MANY problems with grammar, run-ons, spelling, word choice and/or vocabulary. 2 POINTS There are problems with the language, but not in all areas. 4 POINTS There are only a few issues with language. On the right track, but still some room for improvement. 6 POINTS -uses high level vocabulary -uses correct grammar -no run-on sentences -correct spelling -word choice is clear 8 POINTS TOTAL POSSIBLE: 24

16 DEVELOPMENTAL RUBRICS

17 DEVELOPMENTAL RUBRIC Developmental Rubric: Purpose is NOT to evaluate performance/assignment but to answer the question: to what extent are students in our classes DEVELOPING this skill/ ability/value/etc.? Are they improving? BEST TO BE USED ACROSS GRADE LEVELS & OVER TIME Cognition Development Improvement Interpersonal Intrapersonal Acquiring knowledge Growth over time Making progress on learning Within one s self Interaction between people

18 ECUADORIAN MINISTRY OF EDUCATION ENGLISH LANGUAGE STANDARDS Domain Standards can be found at: 1. Language: language structure, communication, language acquisition, developmental and language fluency. 2. Culture: knowledge of cultures and how it affects learning 3. Curriculum Development: planning for standards-based English, implementing and managing standards and using resources and technology effectively. 4. Assessment: gathering and evaluation including language proficiency and classroombased assessment 5. Professionalism and Ethical Commitment of Teachers Level A1: end of 9 th year of Basic General Education Level A2: end of the first year of Bachillerato Level B1: end of the third year of Bacillerato WHAT WOULD THIS LOOK LIKE AT EACH LEVEL? HOW WOULD YOU MEASURE GROWTH?

19 DOMAIN 1. LANGUAGE

20 ENGLISH LANGUAGE STANDARDS Domain Level A1: end of 9 th year of Basic General Education Level A2: end of the first year of Bachillerato Level B1: end of the third year of Bacillerato 1. Language: language structure, communication, language acquisition, developmental and language fluency. Listening, Reading, Speaking Production, Speaking Interaction, and Writing.

21 LISTENING & READING: DEVELOPMENTAL RUBRIC

22 SPEAKING PRODUCTION, SPEAKING INTERACTION & WRITING: DEVELOPMENTAL RUBRIC

23 PARTNER WORK: HOW TO ASSESS? 1. Turn to a partner and discuss these issues. 2. A few volunteers come up to the front of the room and share what they discussed with the group. Do you understand the standards and where your students should be at each level? How will you measure their growth at each level? Your lesson plans, assignments and tests should ALWAYS be aligned with the standards.

24 DIFFERENT REASONS TO USE RUBRICS 1. Grade an assignment (essay, book report, project, speech, debate, etc.) 2. Check development of students (from year to year, across grade levels, across many years, etc.) 3. Peer-Evaluation (Grade classmates) 4. Self-Evaluation (Grade yourself)

25 RUBRICS FOR PEER AND SELF EVALUATIONS

26 DESIGNING RUBRICS FOR PEER- EVALUATION designing-rubrics Peer Evaluation: When classmates evaluate each other (informally) to help them understand what they could be doing differently.

27 REVIEW OF VIDE0 FIRST, the teacher writes a list of what she wants to see the students complete for the final project. SECOND, the teacher passes out peer-evaluation rubrics so the students can rate themselves and understand what they need to do to receive a good grade. THIRD, students talk about their rubrics with their classmates (peers) and get helpful hints about how they can make their project even better.

28 A CLOSER LOOK Component Possible Points Justification What are 2 things you can do to get more points? PEER: What is an idea you have that can help? Calculations Creativity Neatness Writing Assignment Where are you now? Where are you now? Where are you now? Where are you now?

29 A CLOSER LOOK

30 TURN & TALK What does Ms. Hobbs think about when designing rubrics? How does designing rubrics fit into your planning process? What do students learn from doing a mid-project rubric review? Why is it helpful for students to talk to a classmate about their projects?

31 WHY USE RUBRICS? They allow us to Grade fairly Match grades with desired goals Be transparent Stay organized They are easy to create.

32 FORMATIVE VS. SUMMATIVE ASSESSMENTS

33 FORMATIVE & SUMMATIVE ASSESSMENTS Formative Assessment Assessment FOR learning Assessments along the way (process) Give feedback (and points when needed) Examples: -Exit Slips -Checking for Understanding - Do-Now Warm Up Activities -Homework -Conferences with Students -Running Records -Quiz with feedback instead of grade -Test used to re-teach a confusing idea -Portfolios Summative Assessment Assessment OF learning Assessment at the end Give Grade or Score Examples: -Quiz for a grade -Test for a grade -Formal Portfolio -Standardized Test

34 RUNNING RECORDS 4.c.3: Use various instruments and techniques to assess language skills. Running Records: Observe students read aloud and record information to analyze fluency. Count number of words Analyze for errors and miscues Keep track of progress

35 RUNNING RECORDS 1. Choose a text for student to read (that they have not read before). 2. Option 1: sit across from student (have your own copy of the text) Option 2: sit next to the student 3. Take notes while student reads. 4. Compare notes over time to see how student is improving. 5. Make texts more difficult over time.

36 RUNNING RECORDS: HOW TO MARK ERRORS

37 EXAMPLE OF RUNNING RECORDS Repeat a word CORRECTLY Skips a word Incorrect word Correct word SC Self Correction Text: The horse ran down the road. Student: The house ran down the road.

38 FORMAL VS. INFORMAL ASSESSMENT

39 INFORMAL VS. FORMAL ASSESSMENT *good for use with rubrics Informal Formal Participation Points Worksheets Daily Check Ins (Verbal) Essays Raise hands if you understand Speeches and Debates Exit & Entrance Slips Tests & Quizzes Journals Projects (Independent and Group) Self & Peer Evaluations

40 PARTICIPATION POINTS Your students should receive points for participating in your class. An example of a rubric you can keep throughout the year would look like: Student Name Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10 Total Maria Jose Juan Maria a lot of absences, but is a great participant when she is in class. Jose has great attendance, but hardly ever participates. Juan has excellent attendance and participates an average amount.

41 RUBRICS-WHAT ARE THEY GOOD FOR? You can also use them for: Attendance (Yes/No) Staying on task

42 RUBRIC-WRITING To write a rubric follow these steps: 1. Create a table with the number of goals for your assignment. 2. Write in the desirable skill in the above average column for each goal. 3. Fill in the other columns (Needs Improvement, Developing and Sufficient). 4. Think about which goal is the most and least important in the assignment. 5. Write in points for each goal which reflect the most important skills for the assignment. 6. Tell students what they will be graded on (this should match exactly with the above average column of your rubric). 7. When assignments are collected, use rubrics to grade them. 8. (Optional) Attach rubrics to returned assignments, so students know where they succeeded and where they need improvement.

43 ASSESS LANGUAGE SKILLS FORMAL Oral Proficiency Interview Simulated Oral Proficiency Interview Picture-cued descriptions or stories Oral prompts Text retelling Role Playing Speeches Debates INFORMAL Take notes while student describes what they have learned. Take notes as you observe your student follow spoken instructions Record word for word the sentences your student says. Take notes as student participates in planned and specific listening and speaking activities. Digital voice recordings. Write observations about student. samples from formative assessment activities. *You can make a rubric to take notes on oral language!

44 SPEAKING RUBRIC EXAMPLE

45 PRESENTATION RUBRIC EXAMPLE

46 ONE ON ONE ORAL ASSESSMENT

47 SOLOM

48 PRÓXIMAS CHARLAS Educación Experiencial (Viernes el 20 de Febrero a las 17:30H) Manejo de Clase (Viernes, el 10 de Abril a las 17:30H) Tecnícas de Escritura y Lectura en Inglés (Viernes el 1 de Mayo a las 17:30H) Pronunciación (Viernes, el 29 de Mayo a las 17:30H) Práctica de Hablar y Escuchar (Viernes, el 12 de Junio a las 17:30H) Estrategías para Enseñar Inglés con Diferentes Niveles (Viernes el 10 de Julio a las 17:30H)

49 RESOURCES Rubrics: sort_order=relevance&q=rubric&srchgo.x=0&srchgo.y=0&old_q=

50 REFERENCES sp=yes&code=q522ca& rubrics/types-of-rubrics.html resources/orallanguages/04creating?&print=true English-Language-Learning-Progressions/ELLP-professional- support-modules/module-1-oral-language/gathering- Information/Opportunities-for-oral-language-assessment