Using rubrics for checking language competences
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The document discusses the use of rubrics in assessing language competencies through action research, defined as a cycle of identifying problems, implementing solutions, and evaluating outcomes. Rubrics are presented as effective tools for collecting data on teacher and student performance, including participation, attitudes, and real-world application of knowledge. It emphasizes that classroom tasks must align with the designated rubrics and outlines specific criteria for evaluating listening, speaking, reading, and writing skills.
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Using rubrics for checking language competences
- 1. USING RUBRICS FOR CHECKING LANGUAGE COMPETENCES H.O.D. NOURA AL-BEDAIWI
- 2. RUBRICS AND ACTION RESEARCH Put simply, action research is “learning by doing”: a group of people identify a problem, do something to resolve it, see how successful their efforts were, and if not satisfied, try again” (O’Brien, 2001, P2) “Lewin (1946): to describe work that did not separate the investigation from the action needed to solve the problem”. (McFarland & Stansell, 1993, P.14).
- 4. Bellaterra Journal of Teaching & Learning Language & Literature Vol. 7(1), Feb-Mar 2014, 52-77
- 5. DATA COLLECTION Using rubrics in class is one of the ways to collect data of teachers’ and learners’ performance. Rubrics describe: what learners have acquired, their participation in class, their attitudes towards learning and how well they connect their knowledge to the real world. Tasks designed for class should be aligned with the rubrics designed. Criteria should be chosen to assess the language skills required: 1. Listening 2. Speaking 3. Reading 4. Writing