Rubric design
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1) The document describes a rubric for assessing students' writing of an invitation letter in English as a second language class for 3rd graders. It provides descriptors for evaluating students' work on genres/format, grammar, cohesion, content, vocabulary, and length. 2) A second rubric is presented for assessing students' reading comprehension through an essay explaining the theme, main ideas, and important details of the story "The Story of an Hour" with references to the text. It evaluates students on understanding, support, inferring, and identifying concepts. 3) Both rubrics are adapted from an online source and aim to help teachers provide effective feedback to students to improve their English receptive and productive skills.
Rubric design
- 1. UNIT 2: Rubric design Authors: Daniel Gallardo and Gerardo Valdivia. Description of class context: A 1st grade of a semi-private school. 30 students in the classroom. Lesson aim: to write an invitation letter using given information. Productive skill: Writing. Rubrics adapted from: Rubistar4teachers.org. Task adapted from: http://www.english-test.net/forum/ftopic85484.html Writing a Letter of Invitation Situation: You work as the Personal Assistant to Holly Cohen, the Director of the Liddisford Chamber of Commerce. She has asked you to write a letter of invitation (to be signed by her) to Ms Alexandra Petrocelli, who was recently named UK Business Woman of the Year. Ms Petrocelli is currently the Northern President of the Retailers’ Association. The invitation is to speak as Guest of Honour at the Annual Dinner of the Chamber of Commerce in Liddisford. The dinner will take place in Liddisford Town Hall on 22 December. There are usually around 200 guests at the dinner, which starts at 19.30 with a champagne reception. This is followed by dinner and a brief speech from the Chairman of the Chamber, who will introduce the Guest of Honour. Task: In pairs write a letter of invitation in 180 to 200 words to Ms Petrocelli. Give details of the time and venue, along with an outline of the programme for the evening as described above. Be sure in your letter to ask about the topic she will speak about, assuming she accepts the invitation. You may invent suitable addresses.
- 2. Writing an Invitation Letter Rubric Name: Points:___/ 24 Mark: Advanced (4) Proficient (3) Needs Improvement (2) Warning (1 – 0) Genre/format Complies with all the requirements for an invitation letter. Complies with almost all the requirements for an invitation letter. Complies with several of the requirements for an invitation letter. Complies with less than 75% of the requirements for an invitation letter. Grammar Writer makes no errors in grammar or spelling. Writer makes 1-3 errors in grammar and/or spelling. Writer makes 4-6 errors in grammar and/or spelling Writer makes more than 7 errors in grammar and/or spelling. Cohesion Sentences and paragraphs are complete, well- constructed and of varied structure. All sentences are complete and well- constructed (no fragments, no run- ons). Paragraphing is generally done well. Most sentences are complete and well- constructed. Paragraphing needs some work. Many sentence fragments or run- on sentences or paragraphing needs lots of work. Content Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Vocabulary Student clearly demonstrates an understanding of the vocabulary, by using it correctly in the invitation letter. Student demonstrates somewhat of an understanding of the vocabulary by using most words correctly in the invitation letter. Student demonstrates some understanding of the vocabulary word by using some words incorrectly in the invitation letter. Student demonstrates no understanding of the vocabulary word by using all words incorrectly in the invitation letter. Length The letter has 160 to 200 words The letter has 160 to 140 words The letter has 120 to 140 words The letter has less than 120 words
- 3. Authors: Daniel Gallardo and Gerardo Valdivia. Description of class context: A 3rd grade of a semi-private school. 30 students in the classroom. Lesson aim: to interpret and explain what a text is about. Receptive skill: Reading. Rubric adapted from: Rubistar4teachers.org. Task: Read the text “Story of an hour” and write an essay explaining in your own words the theme of the text, the main ideas and important information. Use text reference to enhance your arguments.
- 4. Reading comprehension rubric Name: Points:___/ 24 Mark: Advanced 4 Proficient 3 Basic 2 Below Basic 1 Understanding Explains the theme or the message of the text in own words, acknowledging different interpretations, and offering supportive evidence. Shows understanding of the theme or the message of the text and identifies supporting details. Identifies the theme or the message of the text inconsistently. Identifies the theme or the message of the text with guidance. Support Summarizes in own words by identifying three main points and elaborating with evidence using correct form. Summarizes in own words by identifying three or more main points from text. Attempts to summarize in own words, but lacks one or more main points or includes unnecessary details. Recognizes a summary statement, but lacks ability to write a summary independently/ Retells selection randomly. Inferring Develops conclusions and makes predictions using examples from the text Develops conclusions and make predictions that are consistent with text or background knowledge. Attempts a prediction or conclusion; inaccurate or unsubstantiated with the text. Does not attempt a prediction or conclusion. Classification Identifies all the main ideas of the theme, or concept linking them to the overall meaning of the text. Identifies more than the half of the important concepts in text with some supporting explanation. Identifies few important concepts in text (i.e. characters, plot, main idea, or setting). Unable to identify important concepts in the text.