Professional Development Module V - SEDL · Professional Development Module V ......

Professional Development

Module V

Developing Rubrics for Performance-Based Assessment

Languages Other Than English Center for Educator Development

Southwest Educational Development Laboratory211East 7th Street, Austin, Texas 78701

in collaboration with

Texas Education AgencyEducation Service Center, Region II

This module was prepared by:

Dorothy CoxBobette Dunn

Fort Bend ISDSugar Land, TX

Elaine PhillipsChuck Reese

LOTE CED

Reviewers:

Annette LowryFort Worth ISD (ret.)

Paul SandrockWisconsin StateDepartment of PublicInstruction

Carl JohnsonMaría Treviño

Texas Education Agency

Student samples provided by Fort Bend ISD teachers:

Jennifer ChongAustin HS

Dorothy CoxAustin HS

Andrea HendersonHightower HS

Amy LenordClements HS

Moisés NavarroAustin HS

Gihan SemineAustin HS

Denise TannerHightower HS

Rebecca VásquezKempner HS

Professional Development Module V

Developing Rubrics for Performance-Based Assessment

I. IntroductionLOTE CED - What’s in a Name? . . . . . . . . . . . . . . . . .1LOTE Teams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2LOTE Program Goals . . . . . . . . . . . . . . . . . . . . . . . . . .3Producing the TEKS for LOTE . . . . . . . . . . . . . . . . . . .4TEKS for LOTE Writing Procedure . . . . . . . . . . . . . . .5

II. Background Information for the FacilitatorsPurpose and the Module . . . . . . . . . . . . . . . . . . . . . . . .7Organization of the Manual . . . . . . . . . . . . . . . . . . . . .7Getting Ready for the Workshop . . . . . . . . . . . . . . . . . .9

• Preparing Part I . . . . . . . . . . . . . . . . . . . . . . . . . . .10• Preparing Part II . . . . . . . . . . . . . . . . . . . . . . . . . .11• Preparing Part III . . . . . . . . . . . . . . . . . . . . . . . . . .12

Module V At-a-Glance . . . . . . . . . . . . . . . . . . . . . . . .13

III. Talking PointsPart I: Review of Performance-Based Assessment

& Introduction to Rubrics . . . . . . . . . . . . . . . . . . .17Part II: Rubric Design: Guidelines for Constructing

Effective Rubrics for LOTE Tasks & Assessments . . .29Part III: From the Rubric to the Grade Book:

Converting Rubric Scores to Grades (0-100) . . . . . .37

IV. Transparencies

V. Handouts

VI. AppendicesA. TEKS for LOTEB. TEKSpectations for Language Learners

and Progress Checkpoints IllustrationC. Sample RubricsD. Rubrics VocabularyE. Resources on RubricsF. Activity MastersG. Research Articles

1Introduction

Center Activities

Professional Development Guides

Module ITEKS for LOTE: Overview

Module IITEKS for LOTE: ClassroomImplementation

Module III-ATEKS for LOTE: DevelopingCurriculum/Addressing Assessment

Module III-BTEKS for LOTE: DevelopingCurriculum/Addressing Assessment

Module IVTEKS para LOTE: Español para elhispanohablante

Module VDeveloping Rubrics for Performance-Based Assessment

These guides are used in workshopsprovided by trained facilitators in ISDs andESCs.

Collaborative Coaching Program

Twenty LOTE teachers from around thestate were trained in collaborative coachingand mentoring models of professionaldevelopment. These educators now work intheir regions to train other teachers with thegoal of establishing a network of peercoaches/mentors throughout the state.

Information Sources

The LOTE CED serves as a source forinformation related to language learningand teaching, language research, andlanguage resources. It publishes aquarterly newsletter (including an on-lineversion), an occasional papers series, andhas established a webpage at:

http://www.sedl.org/loteced

LOTE CED:What’s in a Name?

The Languages Other Than English Center for EducatorDevelopment (LOTE CED) was established to assist PreK-12educators in enhancing the proficiency of Texas students ofLOTE. The LOTE CED’s goals are:

1) to provide resources for implementing the TexasEssential Knowledge and Skills for Languages OtherThan English (TEKS for LOTE) and for improving theteaching and learning of languages in Texas;

2) to provide teachers and future teachers with a thoroughknowledge of the instructional principles underlying theTEKS for LOTE adopted by the State Board ofEducation;

3) to establish a coordinated system of professionaldevelopment in LOTE instruction; and

4) to increase LOTE educators’ access to high-qualityinstructional models for all students.

The LOTE Center for Educator Development was established inFebruary 1998 and is located in the Southwest EducationalDevelopment Laboratory (SEDL) in Austin, Texas. It is acollaboration between SEDL, the Education Service Center,Region 2 (ESC II), and the Texas Education Agency (TEA). TheCenter’s multiple projects are designed to share successfulstrategies, current research, and up-to-date language resources andinformation with LOTE educators around the state.

LOTE Center for Educator Development211 East 7th StreetAustin, TX 78701

Phone: (512) 476-6861Fax: (512) 476-2286

Elaine Phillips Charles ReeseDirector Information Assistant

[email protected] [email protected]

LOTE Center for Educator DevelopmentAdvisory Committee

*Walter Bartz, Indiana Department of Education

Inés García, Texas Education Agency

MayDell Jenks, Katy ISD

Carl Johnson, Texas Education Agency

Doris Kays, North East ISD

Lillian King, LOTE Center for Educator Development

Robert LaBouve, Austin, TX

Annette Lowry, Fort Worth, TX

Janet Norden, Baylor University

Elaine Phillips, Chair, LOTE Center for Educator Development

*Paul Sandrock, Wisconsin State Department of Public Instruction

*Jo Anne Wilson, Glen Arbor, MI

*indicates revolving out-of-state committee position

LOTE Writing Team for the Clarification of the Essential Elements

Art Anderson, Brazoswood ISD

Nathan Bond, Austin ISD

Dulce-María Caba-Caraway, Pasadena ISD

*Linda Calk, Ysleta ISD

Victoria Contreras, University of Texas, PanAm

*María Fierro-Treviño, Northside ISD

Cristela Garza, Corpus Christi ISD

Yvette Heno, Houston ISD

Billie Hulke, Midway ISD

Marla Jones, Denton ISD

Doris Kays, North East ISD

David Kleinbeck, Midland ISD

Annette Lowry, Fort Worth, Texas

Luciano Martínez, McAllen, Texas

Linda Nance, San Antonio ISD

Luz Elena Nieto, El Paso ISD

Barbara González Pino, University of Texas, San Antonio

Cindy Pope, Education Service Center, Region XX

Rose Potter, Programs Abroad Travel Alternatives

María del Rosario Ramos, Socorro ISD

Kevin Roberson, Texas Tech University

Elías Rodríguez, Dallas ISD

Karin Sloan, Corpus Christi ISD

*Phyllis Thompson, Houston Baptist University

*denotes team co-chair

2 Developing Rubrics for Performance-Based Assessment

Texas EducationAgency

Felipe AlanisCommissioner of Education

Ann SmiskoAssociate Commissioner,Curriculum, Assessment

and Technology

Carl JohnsonDirector of Languages Other

Than English

María TreviñoAssistant Director of Languages

Other Than English

3Introduction

LOTE Program Goals and theEmphasis on Communication

There are five Program Goals that form the foundation of theTEKS for LOTE: Communication, Cultures, Connections,Comparisons, and Communities (also known as the five Cs).These five Cs have become a common framework for LOTEpolicy and planning. The national standards document, Standardsfor Foreign Language Learning: Preparing for the 21st Century,forged the path for the five Cs; many states have since used the 5Cs paradigm for their own state standards. Those whocontributed to the writing and development of the TEKS forLOTE felt that the Texas standards should take a different look atthe interrelationship of the 5 Cs. As they worked on thedocument, they placed the emphasis and most importance on theCommunication Program Goal.

Communication (listening, speaking,reading, writing, viewing, andshowing) is the primary focus oflanguage acquisition. It is the vehicleby which students of LOTE becomelinguistically proficient and reach theother four Program Goals. The otherfour Program Goals contribute toand enhance the communicativelanguage experience by supplyingcontext, that is, what studentscommunicate about (topics, themes,literature, etc.) and in what contextstheir communication takes place(face-to-face, in writing, outside theclassroom, via the Internet, etc.).

The object of teaching a child is to enable him to get along

without his teacher— Elbert Hubbard

Producing the TEKS for LOTE

Ten years after the first implementation of the Essential Elements,the Texas legislature directed the Texas State Board of Educationin 1995 to adopt the Texas Essential Knowledge and Skills(TEKS) for all subject areas. The goals of the TEKS were to meetthe requirements of Senate Bill 1, to review and revise thepreviously adopted state curriculum (the Essential Elements), toclarify what all students should know and be able to do, and toserve as the basis for textbook adoptions and state tests, whereappropriate.

To develop the TEKS for Languages Other Than English (TEKSfor LOTE) and related products, the Texas Education Agency,with the assistance of the Southwest Educational DevelopmentLaboratory (SEDL), implemented the project known as ProjectExCELL (Excellence and Challenge: Expectations for LanguageLearners).

Project ExCELL worked with a group of mostly foreign languageeducators, the Writing Team for the Clarification of the EssentialElements, to compose drafts of the TEKS for LOTE. This teamwas representative of the diversity inherent in the composition ofTexas itself. The 23 team members came from all regions of thestate, representing urban, suburban, and rural areas. They alsocame from diverse linguistic, cultural, and ethnic backgrounds. Inaddition, the team was composed of educators who work withinmany different educational structures (from public schools toadministrative offices to businesses) and represented numerousand varied areas of expertise.


I was continually impressed by the knowledgeand dedication of my fellow

writing team members. We didn’t always agree, but we celebrated our ‘storms’ and used that

energy to move forward. What a privilege to work with such superb language

educators!— Writing Team Member

Texas Essential Knowledge

and Skills

EssentialElements

5Introduction

TEKS for LOTE Writing Procedure

The Writing Team began meeting in March 1995. Methods usedin the development of the TEKS for LOTE included recording,collecting, analyzing, and synthesizing the collective knowledgeand experience of the team and Project ExCELL staff towardproducing successive drafts. All ideas were subject to debate,elaboration, refinement, and verification. Throughout theprocess, team members and staff learned from one another, frominvited speakers, from readings, and from continually addressingthe important issues in LOTE education. The project keptinformed of work on LOTE standards in other states and with theNational Standards Project. Each successive draft was shaped fromthe notes and discussion that came from the writing teammeetings. The TEKS for LOTE Writing Team used a consensus-building process to approve each section of the TEKS for LOTE.

Expert Review and Revision

Project ExCELL employed expert state and national consultants andused current literature and research to inform its work. The utilityand quality of the TEKS for LOTE were also validated through fieldtesting and through review by expert professionals and publicrepresentatives. The majority of these expert professionals and publicrepresentatives were part of one of the following four groups:

• Field Advisory Committee: a panel of national and stateforeign language experts who reviewed the TEKS for LOTE interms of their clarity, comprehensiveness, appropriateness tothe needs and conditions of LOTE education in Texas, andutility in terms of curriculum, assessment, teacher education,and professional development.

• State Board of Education Curriculum Review Committee:This 15-member committee was composed of appointees ofthe Texas State Board members; they reviewed the TEKSseveral times and offered critical analysis and suggestions.

• Connections Team Feedback Committee: This 19-membercommittee consisted of one representative from each of thesubject area writing teams. They reviewed the TEKS forLOTE to ensure and reinforce collaboration and articulationamong disciplines.

• Foreign Language Congress: a committee made up of communityand business leaders of various personal and professionalbackgrounds, they reviewed the TEKS for LOTE for applicabilityto the real world and for relevance to the world of work.

The TEKS for LOTE Writing Team incorporated suggestionsfrom all reviewers into the final draft.

Very coherent and logicalstatement of what the state

expects from language students at different levels.

Comprehensive and complete, and reflective ofcurrent trends in foreignlanguage teaching and

programs.— Field Advisory

Committee member

The TEKS for LOTE give excellent direction

to LOTE programs. Programs which follow

these guidelines will haveacademic rigor and should

help students to developexcellent language skills.

— SBOE Curriculum ReviewCommittee member

I see most of our suggestions as fine-tuning an already good product.

— Foreign Language Congress member

The community and cultural components are

important elements; theseprepare students to speak a “real life” language that

can be of great value when they enter the professional arena.

— Foreign Language Congress member

Feedback and Public Commentary

Hundreds of respondents offered reactions to the public drafts ofthe TEKS. Both their responses to separate items and their writtencomments were analyzed and used to edit the document. Themajority of public responses showed a high degree of satisfactionwith the draft documents.


TEKS for LOTE promote the desire and

need for excellence.— field reviewer

Language learner descriptions are well-

developed. Performanceexpectations at each level

are both challenging and attainable.

— field reviewer

The wording of this document supports the goals of all teachers oflanguages other than English in that it is

succinct, yet comprehensive. I feel it will be a good tool for teaching and

assessment.— field reviewer

7Background Information for Facilitators

Background Information for Facilitators

Purpose of this Module

Module V can be used at the school and district levels to facilitate the development of rubrics forperformance-based assessment of the LOTE curriculum. This professional development guide waswritten to help staff developers (coordinators, lead teachers, etc.) as they lead other LOTEprofessionals in learning to create and use rubrics for performance-based assessment.

Foreign language teachers should have a comprehensive understanding of the Texas EssentialKnowledge and Skills for Languages Other Than English (TEKS for LOTE), the Program Goals (the5 Cs), and the Progress Checkpoints (proficiency levels). Based on this understanding, teachers instandards-based classrooms will be able to use rubrics for the purpose of performance-basedassessment of real world language experiences and activities in the classroom.

The goals of the training are:

• To review some types of assessment used in the classroom

• To understand what a rubric is and how it can be used for these assessments

• To examine sample rubrics and practice designing one for classroom use

• To convert a rubric score into a grade for the grade book

Organization of the Manual

This manual provides information and materials to structure a 6-hour workshop or three, 2-hourworkshops focused on the development of rubrics for performance-based assessment. It is dividedinto the following tabbed sections:

Introduction

This section contains information on the LOTE CED and its products, as well as informationon the development of the TEKS for LOTE.

Background Information for Facilitators

This section contains an overview of this training module and how it can be used; generalsuggestions for preparing for the workshop; specific instructions for preparing each of the threeworkshop segments; and a correlation of topics, transparencies, handouts, and activities(Module V At-a-Glance).

Talking Points

This section contains a detailed script for a 6-hour workshop (divided into three segments) orthree, 2-hour workshops. It includes helpful information on leading workshop participantsthrough the process of 1) understanding rubrics as an organizing principle, 2) developingrubrics for classroom use with performance-based tasks, and 3) converting rubric scores tostandard grading scores of 0-100. Instructions are provided for a numbered sequence ofworkshop topics.


Handouts

This section contains the handouts (e.g., HO-6a, HO-9b) to be copied and distributed to theworkshop participants. The facilitator also chooses additional handouts from those found inthe appendices to share with participants. (See below.) Numbers on Handouts correspond totopic numbers, so certain numbers are missing from the sequence as not every topic requires ahandout.

Transparencies

This section contains the color overhead transparencies (e.g., T-3, T-9) for use in illustratingthe Talking Points. Numbers on transparencies correspond to topic numbers, so certainnumbers are missing from the sequence as not every topic requires a transparency.

Note: A PowerPoint slide show may also be downloaded from the LOTE CED Web site: http://www.sedl.org/loteced/modules

Appendices

This section contains information and items that may be used for reference and/or copied bythe facilitator for use in the workshop. Based upon the time available and the level ofunderstanding of the participants, the facilitator can decide which materials are most relevantfor their use. The appendices include the following:

A. TEKS for LOTE

B. TEKSpectations for Language Learners & Progress Checkpoints Illustration

C. Sample Rubrics

D. Rubrics Vocabulary

E. Resources on Rubrics

F. Activity Masters

G. Research Articles


Getting Ready for the Workshop

This page lists materials the facilitator will need to prepare and/or have on hand before conducting theworkshop. The following pages give instructions for preparing for each of the three workshop segments.

Materials to be photocopied

Prior to the workshop, facilitators should locate the following items in this manual and makephotocopies so that each workshop participant receives a handout packet.

• Handouts from behind the Handout tab including the evaluation forms

• TEKS for LOTE (Appendix A)

• TEKSpectations & Progress Checkpoints Triangle (Appendix B)

• A selection of sample rubrics from Appendix C

• A selection of rubric vocabulary suggestions from Appendix D

• Any other items from the Appendices that will be shared depending on participants’ backgroundknowledge and facilitator’s preferences (e.g., website/Internet resources, etc.)

Activity materials to be prepared

• Clapping Competition - Part I (see Topic 1, page 10)

• Rubric Scramble - Part I (see Topic 7, page 11)

• Shadow Talk - Part III (see Topic 11, page 12)

Table materials

Place a supply of the following items on each table for participants’ use:

• Several blank transparencies, transparency markers

• Highlighting pens, one per participant

• Pencils, pens, post-it notes

Facilitator materials from the manual

• Transparencies or PowerPoint slide show

• Talking Points

Other materials and equipment

Prior to the workshop, facilitators should arrange comfortable seating for workshop participants andgather the following:

• Overhead projector/screen or LCD panel/screen

• Flip charts, markers

• One copy of the Module Workshop Roster, or two for a 6-hour workshop


Preparing Part I

Review of Performance-Based Assessment and Introduction to Rubrics

In this segment of the workshop, participants are led to reflect on the assessment methods they use mostfrequently in the classroom and how traditional and performance-based assessments differ. They consider whatthey do or do not know about rubrics and discover why and how rubrics are useful for performance-basedassessment. They also learn about the two essential components of rubrics: criteria and a quality continuum.

READING

To prepare for this segment of the workshop, review the following articles found in Appendix G:

• Assessment for Learning

• Designing Rubrics for Authentic Assessment

• Five Great Ways to Use Rubrics

• Foreign Language Assessment: 30 Years of Evolution and Change

• Grading for Success

• Making Assessment Meaningful

• Using Rubrics to Promote Thinking and Learning

MATERIALS

In addition to the Handout Packet and table materials needed throughout, the following items shouldbe collected/prepared before this section of the workshop:

• Score Cards (Topic 1). Using index cards and thick markers, make three sets of score cardsnumbered 1 to 10 for the Clapping Competition.

• Sample Rubrics (Topic 4). Select several from among those provided in Appendix C tophotocopy and provide participants for some activities. For others make one copy of each anddivide them up among participants as needed. (These sample rubrics are used in all threesegments of the workshop.)


Preparing Part II

Rubric Design: Guidelines for Developing Effective Rubrics for LOTE Tasks and Assessment

In this segment of the workshop, participants practice using ready-made rubrics to evaluate sample writtenand oral work of novice-level learners. They compare composition grades they assign using traditionalmethods with those they assign using rubrics, and they learn the essential steps and important vocabularyfor constructing rubrics.

READING


• Making Assessment Meaningful

• Using Rubrics to Promote Thinking and Learning

MATERIALS

In addition to the Handout Packet and table materials needed throughout, the following materialsshould be collected/prepared before this section of the workshop:

• Rubric Scramble (Topic 7). Photocopy and cut apart the individual pieces of the RubricScramble (page F-2) and place the pieces in an envelope. Prepare one set/envelope per table.

• Sample Rubric Vocabulary (Topic 9). Select and photocopy sample rubric vocabulary listsfrom among those provided in Appendix D, one set per participant.

• Answer key for Handout 9a (Topic 9). Provide one copy of the answer key per table (see pageF-4).


• Cassette Players and Tapes (Topic 10). Provide three cassette players, and tapes of student oralperformances. Provide one tape per language group: French, German, and Spanish.


Preparing Part III

From the Rubric to the Grade Book: Converting Rubric Scores to Grades for the Grade Book

In this segment of the workshop, participants create their own rubric to use in evaluating a presentationthey develop. They learn how to assign grade book points to a rubric and practice using several samplerubrics. They write a song to help them remember key facts about rubric design and use.

READING


• Assessment for Learning

• Grading Performance Assessments

MATERIALS

In addition to the Handout Packet and table materials needed throughout, the following materialsshould be collected/prepared before this section of the workshop:

• Shadow Talk figures (Topic 11). Photocopy and cut apart a set of Shadow Talk figures (Seepage F-5). Place them in an envelope, one set per table.

• Blank Rubric transparency (Topic 11). To facilitate group sharing of rubrics, prepare onecopy of HO11b on a transparency for each group. You will also need 2-3 paper copies perparticipant.

• Call Out Quiz (Topic 13). Prepare a list of review questions to “call out” for this activity. (Seesamples, pp. 43-44)


• Rubric Refrain (Topic 15). After participants have written their own rubric song, you canprovide a copy of one written by Dorothy Cox, page F-6.

13

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17Talking Points

Materials

3 sets of score cards (Seedirections, p. 10)

T-1Agenda

HO-1Agenda

MODULE VTALKING POINTS

SCRIPT

Welcome & Introductions 10 minutes

Welcome participants and introduce yourself.

Ask participants to spend 3 minutes gettingacquainted with the person next to them so theycan then introduce that person to the group.

After 3 minutes, begin the introductions ofparticipants, then begin Part I.

Part I

Review of Performance-Based Assessment and Introduction to Rubrics

2 hours

TOPICS & ACTIVITIES

1. Clapping Competition 10 minutes

In this activity participants will gain an understandingof the importance of knowing the criteria on whichone’s performance will be evaluated and how thequality of the criteria will be determined.

Select 6 volunteers from the audience: 3 to serve ascontestants and 3 to serve as judges. Give eachjudge a set of score cards that range from 1-10.

To introduce this activity, give the followinginstructions to the volunteer contestants:


As teachers we assess our students in class all thetime, right? We are going to ask our volunteers toengage in a brief assessment experiment. We wouldlike for the first contestant to do something thatwill be scored by the judges. The judges will scoreeach contestant independently. They may not talkto each other. Ready? Let’s begin.

Contestant #1, we want you to clap for us.

When contestant #1 finishes clapping, have judgeshold up their cards indicating the score they wish toaward. Note if there are similar or a range of scores,but do not comment further at this point. Theninstruct the next contestant.

Contestant #2 – We want you to clap withenthusiasm for 15 seconds.

Have judges hold up their score cards, and againlook for similar and/or identical scores. Next giveinstructions to the final contestant.

Contestant #3 – We want you to clap wildly for 25seconds because your team is winning the SuperBowl [...World Series or some other event that maybe taking place at the time of this training]. Youmay incorporate body movements as well.

Have judges score contestant 3, then ask how andwhy judges scored as they did. Guide participantsto understand that the person who is doing the taskand the person who is scoring the task both needthe same thing: information on what to do/look forin the performance.

Ask the contestants how having more guidelines upfront would have helped them. Say that thoseguidelines are also very important to learners.

Using rubrics means that the person who is

doing the work and the person who is scoring

or rating the work are both looking for

the same things.— Dorothy Cox &

Bobette Dunn

19Talking Points

Thank volunteers for helping with the activity. Youmay want to reward each of the 6 participants witha small prize.

Tell the group that the purpose of the workshop isto understand how, when, and why to useinstructional rubrics for assessment and scoring.

Show and review with participants the agenda on T-1.

Direct them to their own copy on HO-1.

2. Table Talk of What We Teach 40 minutes

This activity helps teachers consider the variety ofassessment methods they do or do not use in theclassroom, what purposes they serve, and itdistinguishes performance-based assessment fromother types of assessment.

Ask participants to jot down 3 ways they find outwhat students can do in the target language. Thenhave them quickly read Methods of Assessment, HO-2a.

Ask for questions/comments and make the pointthat, depending on the task and the level of thelearners, there will be a different focus calling for avariety of assessment tools.

As language teachers, we love words. Here you maywant to consider the terms grading and evaluation.The word grade comes to us through French fromthe Latin word gradus which means “step or pace.”The Cambridge International Dictionary (2002)gives the example: “The students’ work is graded—judged and separated into groups accorded toquality.” Encarta (online) defines grade as “a markfor quality of work.”

Materials

Large easel sheets &markers or overheadtransparencies & pens foreach table

Highlighting pens

T-2aScantron Graduation Cartoon

T-2bTEKS Ladder to Real World

HO-2aMethods of Assessment

HO-2bPerformance Assessment

Handout 2cGuidelines for DevelopingPerformance-BasedAssessments

The word evaluate comes from the French évaluerwhich means to ascertain the value or amount ofsomething or to appraise carefully. The CambridgeInternational Dictionary (2002) defines evaluate as“to judge or calculate the quality, importance,amount or value of something.” Encarta (online)defines evaluate as “to consider or examinesomething in order to judge its value, quality,importance, extent or condition. To put a value onsomething.”

Notice that both of these terms mention the qualityof work. Rubrics are useful for evaluating (judging)student performance and calculating its value byusing a quality continuum, for keeping studentsinformed “up front” about expectations for aproduct or performance, and for providing essentialfeedback throughout the stages of learning andleading up to the final product. Rubrics can serve asa roadmap, a guide for learning as well as to assessstudents’ progress. Of course, teachers also have tointerpret their final evaluations in terms of grades inaddition.

This is not to say that all evaluation or gradingshould be done using a rubric. Discrete-point testsare still needed to ascertain what the students know.LOTE students must learn spelling, vocabulary,language structures, grammar, historical andcultural facts, etc. The way we determine what theyknow is to ask questions and grade their answers.This type of objective grading is familiar to us andgives us feedback as to how students are progressingon the knowledge continuum.

Beyond what students know, teachers need to findout what they are able to actually do with theknowledge they have acquired. Here is whereobjectivity is sometimes a concern, because the


21Talking Points

grade relies on the teacher’s professional opinion.Certainly, teachers have the experience andexpertise to evaluate their students. Nevertheless,the decisions can more easily be communicated tostudents, parents, and administrators, if they aredocumented on paper in a clear and concisemanner for all concerned parties. Rubrics are a toolfor such communication.

To stress that you are not recommending thatparticipants throw out all but performance-basedevaluations, have them read aloud in unison theNOTE: “Foreign Language teachers should not relysolely on one method of assessment …”

After the choral reading, have participants talk attheir tables, sharing the 3 ways they find out whatstudents can do that they listed at the beginning ofthe activity. Questions to focus on:

• What kind of information does each provide?

• Are some better for different communicationmodes?

• Are some more useful at the beginning, middle, orend of a unit?

• Are some more detail-oriented or more global?

(For example, to find out if students can rememberand spell correctly the names of the days of theweek, a 2 minute spelling quiz will suffice andwould likely be used in the early stages of learning.)

Participants now return to the lists they createdearlier—3 ways they assess students in theclassroom to find out what students know or cando. Ask each table to compile their individual lists,forming a composite list representing allassessments mentioned. They should write theirtable list on large easel paper and then illustrate it

using a graph (bar graph, pie chart, etc.),representing the types and frequency of itemsmentioned by participants at the table. Post theseon the wall for reference during the workshop.

To review with participants some of the differencesin the traditional and performance-basedassessments mentioned on HO-2a, begin with theScantron Graduation cartoon, T-2a, and ask forcomments.

Then use the TEKS Ladder to the Real World, T-2b,to show how traditional tests focus on knowledgewhereas performance-based assessments focus on theapplication of knowledge and skills: what learnerscan do with what they know. Key points aboutperformance assessment are included on HO-2b.

NOTE: You might also want to review the backgroundinformation on performance-based assessment in ModuleIII-A (pp. 34-43).

Emphasize again that you are not suggesting theythrow out traditional tests but rather that theyinclude performance-based assessment. (Remindthem of the quote they read in unison.)

Finally, ask them to silently read over Guidelines forAssessing Performances (HO-2c) and to highlightone or two important words in each bullet.

When participants have finished, ask them to standup, find a partner that they have not yet met, andspend 2 minutes comparing the words that theyhighlighted.

NOTE: This is a good time to introduce the idea of“standing” to increase the amount of oxygen to the brain by15% and to validate the brain research by Caine & Cainethat says we learn by dialoguing with others.


Citizens in the 21st centurywill not be judged by theirability to bubble in answers

on test forms.— Elfrieda Hiebert

& Robert Calfee

23Talking Points

After 2 minutes, ask participants to return to theirseats and share with the whole group any newdiscoveries or ideas from their chats. If participantsdo not mention it, be sure to point out that theseguidelines evoke the use of rubrics for setting levelsof expectations and for improving studentperformance, in addition to their use in evaluation(especially bullets 2, 5, 6, and 10).

NOTE: Alternatively, assign bulleted points to differentgroups and pairs who will do a 2 minute chat, discussingwhy it is important to remember the point, why it is a keystep in using rubrics, or any cautions it brings to mind. Toconclude, ask for one comment from each group or pair.

3. Our Understanding of Rubrics 10 minutes

In this activity, participants will assess their currentknowledge of rubrics. The quiz establishes acommon knowledge base on rubrics.

Introduce the True/False quiz, HO-3, as a type ofreal assessment that teachers are accustomed tousing in their classrooms. Give participants 3minutes to complete the T/F Quiz, working ontheir own without talking.

Once they have finished, use T-3 to quickly reviewtheir responses by “clap/snap.” Participants clap ifthey answered true and snap if they answered false.

All answers are true. If participants snapped for anyof the items, spend a few minutes reviewing whythese are true. They might also add any key pointsthat came up in their previous discussions of HO-2c.

NOTE: Read Using Rubrics to Promote Thinking andLearning, Appendix D for detailed information about theitems on the quiz.

Materials

T-3True/False Quiz

HO-3True/False Quiz

4. What is a Rubric? 10 minutes

This activity draws participants’ attention to the 2key components of rubrics (criteria and the qualitycontinuum).

Now that participants have some commonunderstandings about rubrics, tell them thedefinition of the word. It is from the Latin wordruber, meaning red. Words written in red in biblicalmanuscripts and liturgy were the instructions forpriests. Rubrics are to be used for instruction, and forthis reason, we call them instructional rubrics.

Show the sample rubric template, T-4, and pointout the 2 essential components of all rubrics:

• Criteria

• Quality Continuum

Direct participants to HO-4 and ask them to locatethe criteria and quality descriptors.

Now ask participants to review some sample rubricsthat you have selected for inclusion in the handoutpacket, Appendix C. (Remember, not all of them arenecessarily “good” examples, but all are useful forinstruction.) Ask them to examine the 2 essentialcomponents, criteria and quality, in the samples.

After a few moments, elicit participants’ comments.They will likely have noticed that the formats vary(on which axes the criteria and quality levels occur,whether scales read up or down) but that eachrubric does contain the 2 essential components.


Materials

T-4Blank Rubric Template

HO-4Performance Rating GuideRubric

Sample Rubrics (fromAppendix C)

25Talking Points

5. Why Use Rubrics? 25 minutes

Now that participants understand what rubrics are,these activities show them why and how they areuseful.

Show the Family Circus cartoon about Harry Potter (T-5a), and ask participants if either they or theirstudents have ever felt like this. It illustrates that sooften we do not provide students withopportunities to show what they do know, and weforget to provide meaningful content andapplication opportunities.

Show T-5b and point out that real world language useis our goal, the bull’s eye we are trying to hit in ourclassrooms. Harry Potter is real world for kids today.Nevertheless, the real-world bull’s eye refers not just tocontent, like Harry Potter, but also to real-world tasks.So it is important to incorporate content that is real toour students into tasks that are authentic and relatedto today’s world such as using the Internet to getinformation, chatting with key pals, etc.

As you mention the various components includedon the rings of the bull’s eye, say that they are meansto that end. Our target is real world language use.The criteria found on the outer rings—languagecomponents, level-appropriate tasks, and programgoals—enable students to reach the target. (Mentionthat participants have copies of the TEKS for LOTEand TEKSpectations in their packet.)

Emphasize to participants that the ultimate goal isfor students to use the language in the real world,inside and outside the classroom.

NOTE: You might also want to review the backgroundinformation on this transparency in Module III-A, pages40-42.

Materials

T-5aFamily Circus cartoon

T-5bTarget with real world bull’seye

T-5cWhy Use a Rubric? (BeforeRubrics) Classroom

T-5dPeanuts “Serf” cartoon

T-5eAn Effective Rubric (AnswerKey)

T-5fWhy Use A Rubric? (AfterRubrics) Classroom

HO-5aAn Effective Rubric (cloze)

HO-5bRubrics Are Helpful Tools

Next, ask participants to review the novice-levelTEKS for LOTE (Appendix A) and thecorresponding TEKSpectations (Appendix B) as aprecursor to evaluating the writing and speakingsamples that follow in the activities found underTopics 6, 8, and 10, below.

While they are doing so, select 4-6 volunteers andprivately show them the “BR” Transparency (T-5c).Then ask these volunteers to role play this scene forthe rest of the group: the stereotypical, whiny,complaining classroom.

Following their brief portrayal, show everyone the“BR” transparency (T-5c) and ask participants ifthey have ever experienced a scenario like this intheir own classes or heard students make similarcomments.

Based upon their knowledge and experience withrubrics, ask participants to briefly share any ideason how a rubric can resolve the issues raised in thescenario illustrated on T-5c. As participants shareideas, lead them to conclude that:

• Students want to know what’s to be evaluated, sosharing the evaluation criteria ahead of time isessential.

• Students often ask how much? or what is goodenough?, so showing examples of varying qualitywould address their concerns.

Next show the Peanuts “serf ” cartoon (T-5d) andask for participants’ comments as to how commonthis situation may actually be. Sally obviously didnot understand all that was expected of her withregard to her report. What kinds of helpfulinformation could a rubric have provided?


27Talking Points

Now direct participants’ attention to the EffectiveRubric Handout (HO-5a), and ask them to workwith a partner to complete the cloze activity basedon what they have learned so far and the cuesprovided. This should be a very brief activity, soafter a few moments, show participants the answerkey (T-5e). (Participants may come up withdifferent answers that are also appropriate.)

Remind participants that rubrics can be used withall students, including those who are at risk or haveindividual needs. Review the ideas on Rubrics AreHelpful Tools (HO-5b) which points out the waysrubrics can allow all students to be successful insome way.

Briefly discuss these ideas. Ask a volunteer to sharea personal experience where using a rubric hashelped a student at risk to be successful, or providean example of your own.

NOTE: For a six-hour workshop, you might askparticipants to think of a possible story as they take abreak, then have a volunteer share when they return.

Finally show the 2nd scenario “AR” (After Rubrics)Classroom (T-5f) and point out that rubricsprovide the roadmap for learning. Keepingeveryone informed is the goal of using rubrics forperformance-based assessment in the classroom.

CONCLUDING ACTIVITY FOR PART I(2-HR TRAINING) 5 minutes

If you are conducting the training in three, two-hour segments, use this activity to synthesize whatparticipants have learned in Part I. Ask them tobrainstorm possible evaluation tools for a Novicelevel unit on Places in the City (Level II). Ask themhow they would evaluate their students’ knowledgeand ability to use this knowledge throughout theunit.

Possible responses include the following:

• Identification quiz: name places in the city whenshown pictures.

• Spelling test: dictate names of places in the city.

• Write down or verbally give directions from oneplace to another.

• Role play giving a tourist directions to places tovisit.

• Write a note to a friend telling them when andwhere you will meet them and giving directionson how to get there.

Now ask:

For which of the evaluation tools mentioned woulda rubric be useful to help students understandexpectations for that task? To help students see theirprogress toward a goal? For assigning grades?


29Talking Points

Part II

Rubric Design: Guidelines for DevelopingEffective Rubrics for LOTE Tasks &

Assessments

2 hours

WARM-UP ACTIVITY FOR PART II(2-HOUR TRAINING) 10 minutes

If you are conducting the training in three, two-hour segments, use this activity to transitionbetween Parts I and II. Ask the participants towrite down the following dictation. Read it slowlybut only once. Tell them they are expected to usethe spelling and punctuation found in the originaltext, but do not give them any punctuation advice.

Read the text:

We the People of the United States, in Order toform a more perfect Union, establish Justice, insuredomestic Tranquility, provide for the commondefence, promote the general Welfare, and securethe Blessings of Liberty to ourselves and ourPosterity, do ordain and establish this Constitutionfor the United States of America.

Once you conclude the dictation, show theoverhead transparency.

Ask participants to notice any and all mistakes theymade in punctuation or spelling according to theoriginal document. Based on these mistakes wouldthey consider that they made a good grade? Dothey think it is “fair”?

Materials

Transparency of thePreamble to the Constitution

Do they think that memorizing the ORIGINALspelling and punctuation are the most importantthings to consider in this text? What do they thinkshould be the focus of learning this text?

TOPICS & ACTIVITIES

6. Red Pen Activity 15 minutes

In this activity, participants will grade a shortparagraph using their customary grading method.This score will later be compared with one assignedusing a rubric.

Group participants according to language taught.While they are forming groups, put the Blondiecartoon transparency (T-6a) on the overheadprojector.

Once the groups are formed, direct participants tothe sample novice-level written compositions in thelanguage they teach (HO-6b to HO-6d), and askthem to read over the directions that were given toall students (HO-6a).

Give only the following directions:

Use a red pen to grade the composition as younormally would. Work on your own, and assign aletter grade. [or percent of 100 points as long aseveryone does the same.]

Depending on time, you may ask them to gradeone, two or all three samples. However, forpurposes of comparison, language groups should allgrade the same one(s).

While participants are working, show the MissPeach cartoon (T-6b).


Materials

Red pens

T-6aDagwood’s Errors Cartoon

T-6bMiss Peach’s MistakesCartoon

HO-6a to HO-6dSample Level II Compositions

31Talking Points

Allow participants a few minutes to grade thecompositions individually, then have them comparetheir grades with others at their table. (You mayhear groups discussing the criteria used to assign agrade.)

Use a technique for determining the highest andlowest grades given by participants, depending onthe size and experience level of the group. Forexample, you might ask everyone who gave a gradebetween 90 and 100 to raise their hands or stand,then 80 to 90, etc.

Once the range of grades has been determined, askparticipants what caused students to lose points.Ask participants to save these papers for later (SeeTopic 8).

7. Rubric Scramble 10 minutes

This activity provides participants an opportunity toanalyze the criteria and quality continuumdescriptors on a rubric.

Tell participants that a well-developed rubric canprovide for more objectivity in grading.

As a table activity, ask participants to open theenvelopes and examine the cards and thestatements written on them. They will find bothcriteria and descriptors in the envelope. Whenproperly assembled, the cards form a rubric forgrading written work.

Have each table work together to assemble a rubricusing the cards in the envelope. When they finish,ask participants to walk from table to table to see iftheir rubrics are all assembled in the very same way.

Materials

One set of rubric scramblecards (in an envelope) pertable. (See instructions, p. 11)

NOTE: For a six-hour workshop, this would be a goodtime for a 10 minute break if you did not take one afterTopic 5, above. When participants return, a few minutescan be spent discussing the differences in rubric format thatthey noticed. There is no right or wrong format–axes,continuum up or down, right or left.

8. Red Pen Redo with Rubric 15 minutes

This activity provides an opportunity to compare thegrades assigned to student writing samples in topic6 with evaluations done using a rubric.

Show the completed rubric on T-8 and HO-8 nowthat participants have completed the RubricScramble.

Ask how this rubric would work with thecompositions they graded in the Red Pen activity(Topic 6), above.

As they think about the table discussions they hadearlier, have them share their ideas on the pros-consof using a “ready-made” rubric, using HO-8 as theexample.

• Can this rubric be improved? How?

• Are other criteria needed on this rubric?

• Should anything be deleted?

• Can this rubric be used for other levels? Howwould it need to be adapted?

• Can it be used for other communication modes?How would it need to be adapted?

• Do teachers have to create a new rubric for eachtask?

Using the sample compositions from Topic 6,above, ask participants to re-grade the composition


Materials

T-8Rubric for Written Work

HO-8Rubric for Written Work

33Talking Points

using the rubric on HO-8, adapting it if desired.As a group, discuss the grades, and comment oninter-rater reliability or lack thereof.

NOTE: High inter-rater reliability means that the scoresassigned will not vary wildly, that is, scores for theindividual compositions will be fairly consistent acrossscorers.

9. Checklist for Constructing Rubrics 35 minutes

This activity provides an opportunity for participantsto see what they have learned so far and presentsguidelines for constructing a rubric.

Show the cartoon (T-9) and remind participantsthat a rubric is not a checklist of task requirements,but an instructional guide to determine the level ofquality of the students’ work.

Guidelines for Constructing Effective Rubrics (HO-9a)outlines steps to be taken in creating a rubric.Unfortunately some of the most importantinformation is missing! Ask participants to spend afew minutes working in pairs or groups to see howmuch they can complete. (They may come up withgood answers that differ from the ones on the key.)

After a few minutes, ask volunteers to read theirresponses. Provide the Answer Key for HO-9a(Appendix F), one per table, so that participantscan complete any answers they did not fill in.

Spend a few minutes discussing the guidelines,especially the importance of the language used indescriptors on the quality continuum (#6 and 7)and the need to constantly revise (#8).

Rubrics can make your lifeeasier, but they can alsoimprove your students’

performance.— Success with Rubrics: Putting

it to the Test, ACTFL 2001.

Materials

T-9Too organized cartoon

HO-9aGuidelines for ConstructingEffective Rubrics

HO-9bTips to Keep in Mind WhenDeveloping Rubrics

Answer Key for HO-9a (fromAppendix F)

Sample rubrics (fromAppendix C)

Sample rubrics vocabulary(from Appendix D)

NOTE: Alternatively, have participants show what theyhave learned by having table groups come up with 3-4guidelines and share them with each other. As a follow-up,provide Answer Key for HO-9a and point out any keyideas not brought up in their own guidelines. Thencontinue, as below, examining the vocabulary in samplerubrics.

Participants can learn a lot about developing rubricsby examining some that are less than ideal. Askthem to first read over HO-9b which provides tipsto keep in mind when in developing rubrics. Thenask them to again review sample rubrics from thehandout packet (Appendix C) with regard to theareas addressed. (You can ask individuals toexamine 1-2 rubrics, or assign rubrics to eachtable.) They should discuss their findings at theirtables, then with the whole group.

What kinds of criteria did they notice in thesamples? How did they feel about them? How didcriteria vary by communication mode? Whatvocabulary was used most frequently in the qualitydescriptors?

Vocabulary choice is one of the trickiest aspects ofconstructing a rubric. Emphasize that these shouldbe descriptions of quality, not simply a list of the taskrequirements. Demands for a certain number ofsentences, grammar points, unit vocabulary words,etc. are non-negotiables and do not belong in therubric. If the task requirements are not met, theperformance is not ready to be rated!

To follow up, ask for one comment per table astime allows.

NOTE: This would be a good time to share withparticipants pages from Appendix D which includes somerubric-related vocabulary.


If a student can achieve a high score on all the

criteria and still not performwell at the task, you have

the wrong criteria.— Grant Wiggins

35Talking Points

10. A Rubric for Speaking (Presentational Mode) 25 minutes

This activity provides practice in using rubrics toevaluate an oral presentation.

Working in language-alike groups, haveparticipants read HO-10a in order to understandthe instructions for this speaking task. The studentson the tapes were recorded at the beginning of thefall semester of Level II, so they may realistically beclassified as Level I students.

Ask participants to listen to the speaking samplesand to evaluate them individually using the rubric(HO-10b). Depending on time, they may evaluateone, two or all three samples. However, forpurposes of comparison, table groups should alllisten to the same one(s). Remind them to keep inmind the TEKS for LOTE (Appendix A) and theTEKSpectations (Appendix B) for the novice levelas they are listening.

Allow individuals a few minutes to listen andevaluate the tape, then have them compare gradesat their tables.

Show T-10, and ask tables to share one pertinentcomment from their discussion with the wholegroup. Use different colored markers to circle tablescores on the transparency. If there were differencesin the grades, discuss the basis for these differences.

Before concluding this topic, it is important toaddress changes that would need to be made to therubric if the task were interpersonal rather thanpresentational. Ask how participants expectlearners’ language to differ in the two modes. Howwould the rubric criteria change? What differenceswould they expect in the levels of expectations? etc.

Materials

Audio tapes in Spanish (2),French, German

Cassette players, one pertable

T-10Rubric for Speaking

HO-10aInstructions for SpeakingSamples from Level IIStudents

HO-10bRubric for Speaking

NOTE: If you have access to a video tape of a pairedinterpersonal task among students, you could show it anddiscuss the quality of interpersonal and presentationalperformances, such as spontaneity, expectations of accuracy,use of complete sentences, etc.

CONCLUDING ACTIVITY FOR PART II (2-HOUR TRAINING) 10 minutes

If you are conducting the training in three, two-hour segments, use this activity to synthesize whatparticipants have learned in Part II.

Ask participants to think back to the dictation theydid at the beginning of this segment. They mightthink about using a real-world text such as aparagraph from le Petit Prince or Don Quixote, lyricsto a popular song in the target language, or a pagefrom a target language web site to teach vocabularywords and grammatical structures for simpleobjective testing. However, the texts also provide acontext within which students can do somethingwith what they have learned. For example, they cancomment on the ideas in the text or do somethingcreative with it such as role playing, creating aboard game, making up a song, etc. A rubric can bea good tool to use in assessing these performancesand products. As time allows, ask them to reflect onthe criteria they would choose to evaluate such acreative task.


People get better at usinglanguage when they use it tosay things they really want tosay to people they really wantto say them to in a context in

which they can expressthemselves freely.

— Success with Rubrics: Putting it to the Test, ACTFL 2001.

37Talking Points

Part III

From the Rubric to the Grade Book:Converting Rubric Scores to Grades

for the Grade Book

2 hours

WARM-UP ACTIVITY FOR PART III (2-HOUR TRAINING) 5 minutes

If you are conducting the training in three, two-hour segments, a brief warm-up could consist ofhaving several volunteers share one key idea theyremember about the following: traditional vs.performance-based assessment, what a rubric is,how rubrics are useful for learning and assessment,and key components of effective rubrics.

11. Grades Should “Shadow” Achievement 55 minutes

In this activity, participants will develop a shadowtalk presentation and create a rubric to evaluate it.

Participants work in language-alike groups (orEnglish depending on participant make-up) tocompose a story for presentation on the overheadprojector using shadow figures. They also willdevelop a rubric for grading the story.

Review with the participants the top of HO-11awhich contains the instructions for this activity.They use a copy of T-11 for the rubric theycompose. As they are to make up a story anddetermine criteria and a quality continuum for therubric, be sure to allow plenty of time for the

Materials

T-11Blank rubric template (1 per group)

HO-11aShadow Talk Storytelling(directions)

HO-11bBlank rubric template (2 per participant)

Envelope containing ShadowTalk figures prepared by thefacilitator, 1 per group. (Seedirections, p. 12)

Shadow Talk activity, and remind them along theway of the time remaining before “show time.”

NOTE: For ease in sharing rubrics, provide each table atransparency copy of T-11. Also make at least two papercopies of the template per participant for taking notes onthe presentations. One way to save additional time is tolimit rubrics to 2-3 categories and only 3 levels per category:exceeds expectations, meets expectations, not there yet.

When time is called, ask one group (or two if timeallows) to show their rubric and explain theircriteria categories. Those watching can fill in thecriteria on their blank paper copies (HO-11b).Have presenters tell their story using the shadowfigures on the overhead transparency.

Those viewing the presentation should keep therubric in mind and when the story is finished,compute a “mental” grade for the presentation. Askthem to write the grade down on the paper rubricso that it can be discussed later.

After the presentation, elicit one criterion from eachtable group in turn, until all are listed, then discusswhich four are the most important and why.

12. Practice in Computing Points 20 minutes

In this activity, participants learn key points forconverting rubric scores to grade book grades andpractice assigning values using sample rubrics.

The rubric is an evaluation tool that teachers,together with learners, can adapt to conform toagreed upon expectations for a given project orperformance. It is used for formative evaluation,providing students feedback on what they do welland what needs improvement throughout a unit or


Materials

T-11Blank Rubric template

HO-12When assigning points,remember...

Sample Rubrics (fromAppendix C)

39Talking Points

project. When rubrics are used for summativeevaluation (for scoring the final performance orproduct), grades can be calculated by assigning pointsto the quality levels awarded for each criterion.

In an ideal world, the rubric alone would providesatisfactory feedback on performance. In the real world,however, grades are a fact of life and are an importanttool in communicating with administrators, parentsand students. Thus Topic 12 shares the basics ofconverting a rubric score to a grade book grade. Below,in bold, are some key points you will want to share.

» Avoid thinking of the quality levels within arubric in terms of A,B,C, D/F.

Although teachers may think of the rubric’s qualitylevels as equating to letter grades, this is not the case.Make this point by asking participants to readseveral level 2 descriptors from sample rubrics whichgenerally indicate that important components of thetask were not present or were unacceptable.

Instead, when using a rubric, the student’s grade isthe result of adding the points of a graph patternsuch as 4,3,3,2,4. Many different combinations willequal the same grade. Occasionally a student’sperformance graph line will be a straight line suchas 4,4,4,4,4. However, it is the sum of pointsearned from each criterion that equals the grade.

» The maximum number of points is 100(based on grade book points) to bedistributed among the criteria categories andthe quality continuum scale.

Fill in the chart on T-11 using a transparency penas you illustrate the following approach todistributing points. Note that although what follows

is a common strategy, it is not fail-safe as will beexplained shortly.

Example:

Teachers often choose to spread the points outevenly between categories. That is, if there are 5criteria, then each one = 20 points for a total of 100points.

The 20 points for each criterion are then dividedalong the quality continuum scale. If there are fourpoints on the scale, each value on the qualitycontinuum scale differs by 5 points, ranging from 5at the low end to 20 points at the high end.

So, if a student were to score 20 on each criterion,the grade would be 100. If the student were toscore 15 on 2 criteria and 20 on 2 criteria and 10on one criterion, then the grade = 80.

The points are distributed among the criteriacategories and the quality continuum scale. Sincethe final grade must be between 1 – 100 points,making the total points equal 100 is the easiest wayto set up the rubric. However, it is not required.The total could be, for example, 50 points whichwould then be converted to the 100-point gradebook scale by multiplying by 2. If the total pointsare a number like 74, convert them to percentagesto obtain the grade based on 100 points for thegrade book.

» Consideration should be given to theweighted value of the criteria.


41Talking Points

Participants should consider whether grades asassigned above accurately reflect a student’sperformance. Computing the grade from a rubricseems easy enough, but is it fair? Does the scoreindeed reflect the student’s performance?

Here it is very important to consider the weight ofeach of the criteria. There is no right or wronganswer, but it is likely that different criteria will bemore or less highly valued in terms of the overallrating. One criterion may only be worth 12 pointsof the student’s total score for example, whileanother criterion could be worth 30 points.

Note that within levels for a single criterion, pointsare equally distributed (there is an equal range ofpoints between levels). A category valued at 30points with ranges of 8 and 5 are illustrated below:

8-point range 5-point range30 3022 2514 206 15

The teacher, with input from the students, candetermine the weighting of the rubric—and thecriteria and descriptors for that matter. But nomatter how the criteria categories are weighted, thetotal equals a maximum of 100 points in the gradebook.

NOTE: The article by Andrade in Appendix D providesinsight into how teachers and students can work togetherto construct rubrics for use in the classroom.

To test if the points assigned will accurately reflectteacher/student expectations, try filling in a varietyof hypothetical ratings. If most of them total 50

points or less and the teacher is expecting scores inthe 80s, then it is time to re-evaluate the wordingand/or the weighting.

» Each box of the rubric has a point valueassigned to it, so the student always earnspoints.

There are no cells that have a value of zero.

Briefly go over the important points to rememberwhen assigning points on HO-12.

• Do not think of the levels in terms of A, B, C,etc.

• The total number of points, 100 points, must bedistributed among the criteria and equallydistributed along the points of the qualitycontinuum scale of the rubric.

• There is no right or wrong designation of pointsfor the various categories of criteria. They do notneed to be equal in value. Rather the purposeand goals of the task should be used todetermine the weighted value given to each ofthe criteria.

• The 1, 2, 3, 4 that appears on a rubric is not thenumber of points for the grade book, but ratherthe continuum scale of quality. 1 = the leastamount of points for that category; 4 = themost.

• The points along the quality continuum scale forindividual criteria should be equal in range. Forexample: 5 – 10 – 15 – 20 points, rather than 5– 12 – 17 – 20 points.

• Every point on the quality continuum scale has apoint value. If the student does not complete thetask and should receive a 0 for one category or


43Talking Points

another, the category should be left blank whencompleting the rubric.

After sharing these key ideas, ask participants totake a few minutes to once again review samplerubrics from Appendix C. They should select oneor more of these rubrics and, working in smallgroups or pairs, practice assigning points to them.

13. Call Out Quiz 5 minutes

In a 6-hour workshop, participants have beenexposed to many new ideas by this time. Thissynthesis activity provides a brief review and anopportunity to stretch.

Have participants at each table work as a group on asimple “Call Out” quiz. Number the tables, thencall out one number and ask a short question.Participants at the table confer, answer the question,and then call on another table whose participantsconfer and answer your next question, etc.

Questions are to reinforce the concepts discussedup to this point. Facilitators are encouraged toexpand this list, but here are a few examples:

• What is an example of a traditional assessment?

Spelling quiz, chapter test

• A rubric is an example of what kind of assessmenttool?

Performance-based

• What are the 2 essential components of rubrics?

Criteria & Quality Continuum

• What makes a rubric effective?

See HO-5a and HO-9b

• What should you do to get started writing a rubricfor your class?

See HO-9a

• What kind of language should be used for thedescriptors of a rubric?

Professional. See HO-9b

• What is the maximum number of grade bookpoints for a rubric?

100

• How are the points for one criterion arranged alongthe quality continuum scale?

Evenly – equal distance between points

• What determines the amount of points given to thevarious criteria?

Purpose and goals of the task

• Is there one correct way to assign grade points on arubric?

No.

• Are there any 0 point categories on a rubric?

No

14. Point Practice Makes Perfect 15 minutes

Here participants will practice assigning points torubrics and engage in dialogue.

Ask participants to work in pairs to assign pointson the quality continuum scale on both thecomposition rubric (HO-8 & T-8) and thespeaking rubric (HO-10b & T-10). Ask severalpairs to share their ideas on assigning points,weighting the criteria, and then computing grade


Materials

Completed rubrics fromActivities 8 & 10(HO-8, T-8, HO-10b, T-10,and HO-11b)

45Talking Points

book grades. See if there are similarities in thepoints assigned by the pairs of participants.

Now ask them to look again at the Shadow Talkrubric for the performance they watched (HO-11b)and compute the grade using the points they haveassigned above. They then compare the rubric gradewith the mental grade that they wrote down earlier.

15. The Rubric Road 15 minutes

Participants will compose a song to help themremember key ideas associated withdeveloping/using rubrics.

Using T-15, guide participants along the PlanningPath and ask for their reflections and impressions ofwhat they have learned along each step of this path.What are the important points to remember?Participants can take notes on HO-15a.

A goal of the workshop is for participants tointernalize the key ideas and vocabulary associatedwith rubrics. One way to remember information isthrough song, so ask participants as a table activityto use HO-15b to compose a song (or put newwords to a familiar melody). The song shouldincorporate 5-6 vocabulary words, ideas, or pointsto remember about rubrics.

When finished, ask willing groups to sing theirsong for the rest of the participants.

NOTE: A sample song written by Dorothy Cox is includedin Appendix F. Do not use this song until participants havehad an opportunity to offer their own songs.

Materials

T-15The Planning Path of theRubric Road

HO-15aThe Planning Path of theRubric Road

HO-15bRubric Refrain

16. Wrap-up Resolutions for Where the Rubric Meets the Road 5 minutes

Ask participants to create 3 Rubric Resolutions thatthey will immediately implement in theirclassrooms. Depending upon the amount of timeavailable, participants may share their resolutionswith the whole group. Alternatively, ask them toexchange email addresses with a partner and sharetheir resolutions. They should contact each other inone month, and again in three months, to see howthey are implementing those resolutions (or if theyhave revised any)!

The final pages of the handout packet includeinformation on ordering LOTE CED products andProject ExCELL documents (HO-16a) as well asthe evaluation for this training (HO-16b).

BE SURE TO LEAVE TIME FORPARTICIPANTS TO COMPLETE THETRAINING EVALUATION. IF YOU AREDOING THE TRAINING IN 3 PARTS, HAVETHEM COMPLETE ONLY THE RELEVANTSECTIONS EACH TIME.


Materials

HO-16aOrdering LOTE CEDDocuments

HO-16bModule V Evaluation

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