constructing effective rubrics for l2 classrooms

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Constructing Effective Rubrics for L2 Classrooms Workshop at the BC TEAL Spring Island Sessions, Victoria, February 19, 2011 Michael Burri, M.A. TESOL Program Coordinator BC Institute of Technology Vancouver, BC

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Page 1: Constructing Effective Rubrics for L2 Classrooms

Constructing Effective Rubrics for L2 Classrooms

Workshop at the BC TEAL Spring Island Sessions,

Victoria, February 19, 2011

Michael Burri, M.A. TESOLProgram Coordinator

BC Institute of TechnologyVancouver, BC

Page 2: Constructing Effective Rubrics for L2 Classrooms

“The goal of assessment has to be, above all, to

support the improvement of learning and

teaching” (Frederiksen & Collins, 1989, p. 32).

Page 3: Constructing Effective Rubrics for L2 Classrooms

Program Background

- Established in September 2008

- Intensive EAP program

- 7 levels: DTC and BBY campus

- 4 skills

- 7 week terms

- 25 hrs of instruction/week

- 50% pass

- Approx. 300 students + 25 instructors

- Ongoing curriculum project

Page 4: Constructing Effective Rubrics for L2 Classrooms

AssessmentSummative- Assessment OF learning: achievement-based

Formative (e.g. Black, 2009)

- Assessment FOR learning: facilitates students’ learning- Frequent assessment of student progress informs teaching- Assessment to meet student needs- Use of varied assessment approaches- Learning action must follow feedback (Black et al., cited in Black, 2004)

Page 5: Constructing Effective Rubrics for L2 Classrooms

“Assessment for learning is any assessment for

which the first priority in its design and practice

is to serve the purpose of promoting pupils’

learning” (Black et al., 2002, cited in Black, 2004)

Page 6: Constructing Effective Rubrics for L2 Classrooms

Rubrics?

“At its most basic, a rubric is a scoring tool that lays

out the specific expectations for an assignment.

Rubrics divide an assignment into its component

parts and provide a detailed description of what

constitutes acceptable or unacceptable levels of

performance for each of those parts” (Stevens & Levi, 2005,

p.3).

Page 7: Constructing Effective Rubrics for L2 Classrooms

“Rubrics are used to provide feedback on and to

grade an array of student products, including

concepts maps, literature reviews, reflective

writings, bibliographies, oral presentations, critical

thinking, citation analyses, portfolios, projects and

oral and written communication skills” (Reddy & Andrade,

2010, p.437).

Page 8: Constructing Effective Rubrics for L2 Classrooms

Issues in Rubric Design

- Course objectives + curriculum- Consistency in scoring (reliability)- Measuring what rubric is intended to measure (validity)- Analytic or holistic?- Establishing assessment criteria- Simple/clear language- Time-consuming to design?- Instructional guides, not just grading tools

Page 9: Constructing Effective Rubrics for L2 Classrooms

Holistic vs. Analytic Rubrics (Mertler, 2001)

Holistic:

- score of overall process, product, quality- quick scoring process- summative in nature- limited feedback

Page 10: Constructing Effective Rubrics for L2 Classrooms

5 Displays excellent paragraph

4 Displays good paragraph

3 Displays adequate paragraph

2 Displays inadequate paragraph

1 Displays weak paragraph

Comments:

Page 11: Constructing Effective Rubrics for L2 Classrooms

Analytic:

- Focused response- Several scores and summed total score- Scoring process potentially slower than holistic- Effective, detailed, formative feedback - Encourage critical thinking (Stevens & Levi, 2005)

- Time-consuming to construct, but save time in grading

Page 12: Constructing Effective Rubrics for L2 Classrooms

Rubric taken from http://www.rcampus.com/index.cfm

Final PresentationPoor (12 pts) Good (18 pts) Exceeds Expectations (25 pts)

SubjectKnowledgeOrganization

Student is not fully informed about the topic. Presentation does not offer well-rounded discussion of the topic. Slides may be unorganized or difficult to follow.

Student demonstrates knowledge of the subject, but doesn’t elaborate much. Presentation is logical and presents both sides of the issue.

Student demonstrates full knowledge of the subject. Presentation is logical, interesting, and presents both sides of the issue in detail & without bias.

SourcesWorks Cited

Uses fewer than 3 sources and/or Works Cited page has several formatting errors.

Used 3 credible sources. Works Cited page has some errors in formatting or spelling.

3 credible sources. Works Cited Page follows correct MLA formatting. Correct information and sources are double-spaced, alphabetically listed, & correctly indented.

Slides

Slides contain sparse, incorrect, or unrelated information. Little attention to polishing final product.

Slides are organized and contain sufficient information. Some blending of appropriate graphics and text.

Creative; eye-catching; seamlessly blends graphics and text. Slides in logical, easy-to-follow sequence.

Oral Presentation

Speaker seems uninterested in the topic. Speaker simply reads slides with little attempt to capture/keep audience’s attention.

Speaker seems interested in the topic. Speaker may read some information off slides. Presentation is interesting to audience.

Speaker is animated, captivating, informative. Speaker does not read slides; rather supplements information on slides with other facts/examples.

Evaluation Criteria Levels of quality/scale Descriptors

Page 13: Constructing Effective Rubrics for L2 Classrooms

Designing Analytic Rubrics: Guidelines(adapted: Mertler, 2001; Stevens & Levi, 2005)

1. Examine learning objectives2. Examine task3. Identify evaluation criteria 4. Decide levels of quality/scale (e.g. 4-1, excellent - poor)5. Write clear (simple?) descriptors6. Pilot7. Implement8. Revise9. Collect samples (benchmark)

Page 14: Constructing Effective Rubrics for L2 Classrooms

…simply handing out a rubric cannot be

expected to have an impact on student work:

students must be taught to actively use a

rubric……in order to reap its benefits” (Reddy &

Andrade, 2010, p.445).

Page 15: Constructing Effective Rubrics for L2 Classrooms

Finally…….

……….“Rubrics are not cast in cement. They are

flexible, adaptable grading tools that become

better and better the more times we use them.

Their strength, reliability and validity increase as

we use rubrics, discover limitations, and make

revisions” (Stevens & Levi, 2005, p.93).

Page 16: Constructing Effective Rubrics for L2 Classrooms

Questions? Thoughts?

Page 17: Constructing Effective Rubrics for L2 Classrooms

BibliographyBlack, P. (2009). Formative assessment issues across the curriculum: the theory and the

practice. TESOL Quarterly, 43(3), 519-524.Black, P. (2004). The nature and value of formative assessment for learning. Retrieved

January 28, 2011 from www.kcl.ac.uk/content/1/c4/73/57/formative.pdf. Frederiksen, J. R., & Collins, A. (1989). A systems approach to educational testing.

Educational Researcher, 18(9), 27-32.Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment,

Research & Evaluation, 7(25). Retrieved August 10, 2010 from http://PAREonline.net/getvn.asp?v=7&n=25.

Rcampus. (2011). Retrieved January 31, 2011 from http://www.rcampus.com/index.cfm.Reddy, M. Y., & Andrade, H. (2010). A review of rubric use in higher education.

Assessment & Evaluation in Higher Education, 35(4), 435-448. Stevens, D. & Levi, A. (2005). Introduction to rubrics. Sterling, VI: Stylus Publishing, LLC. Underhill, N. (2002). Testing spoken language. Cambridge: Cambridge University Press.