Part VIIProficiency 101 - - - - - - - - - - - -

Introduce Proficiency-Based Prompts & Rubrics

Summer Institute (SI) 2012

Part VII Objectives

By the end of Part VII, I will be able to:

• Describe how proficiency-based rubrics need to be constructed.

• Explain how to score student work using a proficiency-based rubric.

Providing Feedback to Build Proficiency

How well does the feedback showcase what students can do well and what they need to work

on to improve?

How well does the feedback mechanism guide students to give their best performance (rather than just

enough to get by, or to get an “A”)?

Providing Feedback to Build Proficiency

What counts in evaluation?• Grammatical accuracy• Vocabulary choice• Translation of words• Pronunciation

Answer: Depends on the Mode

Activity: Mode Sort

1. Read the Mode Sort slips with your table group.

2. Sort them using this chart:

Interpretive Interpersonal Presentational

Crafting Rubrics

• Many options available– Commercially– Open source– Teacher-created

Let’s take a look . . .

Rubric for Scored Discussion

Move FROM: 1 – 3 – 5 Move TO:

Asks random questions

Follows up with logical questions

Only answers the question asked

Contributes additional information

Responds, but rarely initiates

Contributes personal insights to enhance discussion and draw in others

Comments are not relevant

Stays on topic

7

Rubric for Feedback Checklist

8

Novice Interpersonal Task: For your trip, come to agreement on the day’s schedule.

Performance Criteria: I can do this on my own

I can do this with some help

I cannot do this

I can use numbersI can use words for activitiesI can use words for locationsI can use expressions to show that I agree or disagree with what my partner says

I can ask some questionsI can say how many times, how often, how frequently I do various things

I can provide some description

Rubric for Feedback Checklist

9

Advanced Interpersonal Task: For your trip, decide how travel benefits your future.

Performance Criteria: Achieves the target and more (Consistently)

Achieves the target

(Frequently)

Achieves the target

(Minimally)

Falls short of the target

1. Questions-variety of topics and interests

2. Open-ended questions

3. Questions lead to in-depth exploration (follow-up questions)

4. Careful listening; appropriate reactions

Crafting Rubrics

• Take out the non-negotiables• Don’t just count

It’s not about quantity; it’s quality!

• Provide clear descriptors• Push students’ performance

toward the next level (show what they could do)

Activity:Rubric DOs & DON’Ts – 1 of 2

1. Read these two letters written by students from abroad who are writing to introduce themselves to a potential host family.

2. Discuss these questions to prepare to provide feedback to help these students improve their performance:

– What impression does each letter make?

– How would you provide feedback to each student to help him or her improve? What counts?

Activity:Rubric DOs & DON’Ts – 2 of 2

3. Place the rubric elements (on slips in the envelope at your table) into the following columns to indicate if they should be part of the rubric for the Presentational Writing Assessment

SHOULD be part of rubric SHOULD NOT be part of rubric

Converting Rubrics to a Grade

Exceeds Expecta-

tions

(3)

Meets Expecta-

tions

(2)

Does NOT Meet

Expecta-tions(1)

Delivery

Content

Organization and Flow

Impact

Converting Rubrics to a Grade

Exceeds Expecta-

tions

(3)

Meets Expecta-

tions

(2)

Does NOT Meet

Expecta-tions(1)

Delivery x

Content x

Organization and Flow

x

Impact x

Converting Rubrics to a Grade

Let’s do the math!4 elements with a 3 – 2 – 1 scale:

All 2s = 8/12 = 66.67% or a D

Converting Rubrics to a Grade

Instead, begin with a completed product (language sample) at 50% and then add the rubric points as the quality:All 2s = 66% of the other 50% = 33.3533.35 added to base of 50%

= 83.5 or a B

Rubric Idea Swap

That was just one example. There are many ways to calculate a rubric score.

Share your ideas with each other here and on the wiki!

Part VII ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can describe how proficiency-based rubrics need to be constructed.

2. I can explain how to score student work using a proficiency-based rubric.