Healey-Assessing writing +speaking with rubrics


Published on

  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • 5 minutesGoogle Doc: http://tinyurl.com/8l5vcxx
  • Look at the next slide.Talk with the person next to you.
  • Where will you start? What will you focus on? Talk with your group..
  • This is the heart of assessment. Now let’s look at two approaches to helping students know what to do and self-evaluation BEFORE they turn in their work or stand up and speak in class.
  • © Patricia Dawn Severenuk, 2010 www.scribd.com/doc/35772510/Writing-ChecklistWho does it help? Strong/weak?
  • © Patricia Dawn Severenuk, 2010 www.scribd.com/doc/35772510/Writing-ChecklistWho does it help? Strong/weak?
  • Have you used rubrics? What are some benefits of rubrics? Respond in the chat and in the room.
  • Can you think of more?
  • Can you think of more? Those are the pluses – what are the minuses?
  • The contract is both good and bad. Even if you forgot something important, you can’t add it. If your rubric is good, students’ work is better.Any poorly-designed assessment is not helpful.Let’s look at how to create a rubric. We’ll also look at Rubistar.
  • Let’s do it!
  • What was the task? How would you write an ABCD performance objective – Audience, Behavior, Condition, Degree
  • Make a list of what you are looking for. Try to think of examples, too.Make sure you focus on enough but not too many. Try to keep the rubric to one or two pages at most.
  • 3 x 3 gives you 9 boxes to fill in. More levels and more characteristics = more work to do. It’s also more helpful for students this way…Four levels: very weak, almost satisfactory, satisfactory, excellent (12 cells with 3 characteristics)Five levels: very weak, weak, average, very good, excellent (15 cells with 3 characteristics – and you often have more than 3. That’s a lot of writing).
  • Don’t let the math stop you – start with what you want, then figure out the math later
  • Start with what makes something excellent. How would a student get the maximum number of points for each characteristic/task? Be as complete as possible in thinking about this.Now, look at the weakest. What would a very weak characteristic/task look like?Finally, look at the middle areas. What is missing in each characteristic/task? Describe each of the levels carefully and clearly, so that students can understand what you wantTry to create at least criteria for 3 characteristics and 3 levels.You try it now…
  • Rubistar
  • Or choose your own…
  • What other characteristics can you think of?
  • Add it to the Discussion Board (or the Rubistar link)Think about your lesson plan
  • Healey-Assessing writing +speaking with rubrics

    1. 1. Assessing Writing andSpeaking with RubricsDr. Deborah HealeyAEI/Linguistics, University of Oregondhealey@uoregon.eduhttp://pages.uoregon.edu/dhealey
    2. 2. How do you respond towriting? Share your ideas
    3. 3. Red pen…with or without conference
    4. 4. How do you assess writing? Grammar – Spelling – Mechanics Content – Organization Other??Where will you start? What will you focus on?
    5. 5. Writing prompt:Why are you learning English?I am and work in museum. So, if my Englishvocabulary, grammar and pronunciationcould be enhance, I think that I could getsome advantage like the following. My jobcould be more interesting when I meetsomebody from other countries. Now, theEnglish guide take charge of these groups.When it happen that I had to guide Englishgroups in the museum, i had research mywords everytime and the conversation wasntnice for me. If I want to change job, I thinkthat the English will be part of application.
    6. 6. The keys to assessment are …… goals and objectives
    7. 7. Goals vs. ObjectivesGoals: Overall for the lessonObjectives: behavior (specific! observable!)Ask: What do successful learners do? What will I see if learners aresuccessful?
    8. 8. Good goals Clear and understandable General and non-specific Long-range Concise descriptions of expected results of entire course of instruction Directly related to objectives Difficult to measureCheck … goals
    9. 9. Objectives Observable Measurable Audience Behavior Condition/context Degree Check… objectives
    10. 10. ?What are checklists?What are rubrics?Why would you use them?
    11. 11. Checklists HAVE I….___ organized my text and put information in the right section?___ eliminated any plural adjectives?___ put the adjectives in FRONT of nouns (and AFTER “to be”)?___ provided examples when I have to support an idea or point?___ used the correct preposition with the verb (if I need one)?___ used the correct verb tense?___ written down any questions I need to ask my teacher?___ recorded any new vocabulary I needed (so I can use it again in the future)?If the answer is NO…CHECK AGAIN!!(adapted from Patricia Dawn Severenuk)
    12. 12. ChecklistsWho can use these?Who benefits most – strongerstudents or weaker students?
    13. 13. RubricsMatrix format: Weak Average Very Good (1 point) (2 points) (3 points)Characteristic 1 or <describe what <describe what <describe whatTask element 1 makes this makes this makes this “weak”> “average”> “very good”>Characteristic 2 or <describe what <describe what <describe whatTask element 2 makes this makes this makes this “weak”> “average”> “very good”>Characteristic 3 or <describe what <describe what <describe whatTask element 3 makes this makes this makes this “weak”> “average”> “very good”>
    14. 14. Rubrics – why? Your ideas
    15. 15. Some benefits for students “I know what I need to do.” Self-assessment Peer assessment Grading is fairer.
    16. 16. Some benefits for teachers “I know what I want.” “Students will know what I want.” Grading is… ◦ fairer ◦ faster ◦ easier
    17. 17. Drawbacks of rubrics Need time Need practice It’s a contract Bad is really bad.
    18. 18. Six steps1. Start with the performance objective2. Identify the characteristics/tasks3. Identify the potential levels of quality4. Assign points to each level, and total points5. Identify the criteria for each level of quality within a characteristic or task6. Create the rubric table – put the dimensions as rows and the levels as columns. http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.h tm
    19. 19. Step 1: Performance ObjectivesThink about behavior (specific! observable!)Ask: What does success look like?Students will write an informativeparagraph with clear organization,descriptive language, and at least twoappropriate examples.
    20. 20. Writing prompt: Why are you learning English?I am and work in museum. So, if my Englishvocabulary, grammar and pronunciation couldbe enhance, I think that I could get someadvantage like the following. My job could bemore interesting when I meet somebody fromother countries. Now, the English guide takecharge of these groups. When it happen that Ihad to guide English groups in the museum, ihad research my words everytime and theconversation wasnt nice for me. If I want tochange job, I think that the English will be partof application.
    21. 21. Step 2: The characteristics/tasksWhat are you looking for? Spelling/capitalization/punctuation (mechanics) Grammar - Organization Content Interest ?? Be specific!
    22. 22. Step 3: Identify the levels of qualityMore levels = more work. Weak Average Very Good (1 point) (2 points) (3 points)Characteristic <describe what <describe what <describe what1 or Task makes this makes this makes thiselement 1 “weak”> “average”> “very good”>Characteristic2 or Taskelement 2Characteristic3 or Taskelement 3
    23. 23. Step 4: Assign point values For each level For each characteristic
    24. 24. Step 5: Identify the criteriaThis is the hard part. What makes something excellent? Details! What would a weak response be? Details! This will help you fill in the middle of the matrix.“Will my students understand what Iwant?”
    25. 25. Step 6: Create the rubric table Weak (1 point) Average (2 Very Good (3 points) points)Content No examples that At least one At least two(interesting explain why you example that examples thatideas, want to learn explains why you explain why youexamples) English. want to learn want to learn English. English.Grammar Several mistakes 1 or 2 small No mistakes in what that make it hard to mistakes, but the we have studied so understand your reader can far (simple present meaning. understand your and simple past). meaning.Mechanics Several mistakes 1 or 2 small No mistakes in what that make it hard to mistakes, but the we have studied so understand your reader can far (capitalization, meaning. understand your punctuation, meaning common spelling words).
    26. 26. Online help with rubrics Rubrican – sample rubrics for writing http://www.rubrician.com/writing Rubistar – create rubrics with help http://rubistar.4teachers.org/
    27. 27. b
    28. 28. Writing characteristicsPersuasive essay Research report
    29. 29. Speaking characteristicsRubrics work for speaking assignments, too Pitch – Pauses - Volume Eye contact Enthusiasm – Timing Preparedness Content – Organization Listens to others
    30. 30. Select options Pull-down menus Sample text in each category (excellent, fair, poor) You can change anything Persuasive Essay Rubric Sample with modifications
    31. 31. Create a rubric Work with a partner, if possible Create a rubric for a writing (or other) assignment Make sure you start with the learning objectives!
    32. 32. Quick pollWhat do you think about using rubrics? I’m ready! I need a bit more practice. I don’t think I’ll use rubrics. What are rubrics?
    33. 33. Q&AAny questions?Website for this presentation: https://sites.google.com/site/rubrics4assessment/