In pairs, students were asked to design rubrics to assess a receptive skill like listening and a productive skill like speaking for a language lesson. They created two rubrics, one for listening and one for speaking, and reflected that creating dimensions for the rubrics, especially for listening, was challenging since listening is difficult to assess without an obvious product from students.

1. Description assignment unit 2
In pairs, design 2 types of rubrics: one for assessing a receptive skill and one to
asses a productive skill.
Report characteristics:
- Description of class context: e.g: 1st Grade Secondary school, public sch.
- Lesson aim:
- Skill(s)
- Task description:
- Rubrics (if adapted include main source)
Reflection assignment unit 2
In this assignment we create two rubrics one for listening (receptive skill) and
another rubric for speaking (productive skill). The dimensions of both rubric
were very difficult to create since we are not used to create so specific and
complete rubrics. The most difficult one was the rubric for listening because it is
very difficult to assess listening since it does not have an evident product, so
we as teachers have to be able to create rubrics which can assess our students
in a proper way.