Susan's Rubric

Susan's Rubric

by Susan Saint -
Number of replies: 6

I created this rubric for an intermediate speaking class I will be teaching again in November. The rubric lines up with the course presentation for this course. 

I was wondering if the wording of the skills shows progression from one level to the next. Is the language, in particular the verb form and tenses, consistent enough? 

I am also looking for information on how to develop distinct rubrics for each of the 4 speaking classes in our program, based on the course outlines. How do I create a progression in each of the 4 rubrics?   

I look forward to your feedback and advice. 

In reply to Susan Saint

Re: Susan's Rubric

by Bettina Boyle -

Hi Susan,

My impression is that this rubric clearly shows progression from one level to the next and that the verb forms and tenses are consistent.

Your question of progression between classes and rubrics is interesting and may be something often overlooked. If you look at the outlines, can you identify specific and progressive learning outcomes for each of 4 the speaking classes? And if so, could you look at targeting each of the 4 rubrics around those outcomes with the idea that the "Meets Expectations" column aligns with the intended learning outcome?

Bettina

In reply to Bettina Boyle

Re: Susan's Rubric

by Susan Saint -

Thank you for that feedback and suggestion.

I agree that the course outlines and outcomes should inform the rubrics, but I have two problems:

1) The language in the course outlines is at times vague, so it is difficult to extract clear outcomes. This is being looked at by our department's curriculum committee.

2) Outcomes for each level of our speaking/listening courses are similar, in that the skills taught are often the same, except that the content/material becomes progressively more difficult. For example, students at each level are expected to be able to discuss a topic with a main idea and support. The different between the levels is that the topic becomes progressively more abstract with lower frequency vocabulary. When creating a rubric, how do you write descriptors for the skills, when it is often just the level of difficulty that changes? 

Thank you!

In reply to Susan Saint

Re: Susan's Rubric

by Sue Hellman -

Hi Susan. 

My suggestion would be to test how well your rubric clarifies your expectations by setting up a reliability test. You could create some samples or ask some fellow instructors to role play and have the class (including you) evaluate the scenarios. Comparing responses could become the basis for a great discussion of strengths and areas for improvement and also give the students more insight into how you differentiate levels of proficiency.  

-S 

In reply to Sue Hellman

Re: Susan's Rubric

by Susan Saint -

Great suggestion! I will make present this suggestion to our department.

In reply to Susan Saint

Re: Susan's Rubric

by Sylvia Riessner -

I think you've already received some excellent suggestions on how to develop distinct rubrics for the 4 speaking classes. I particularly liked Sue's suggestion to do some reliability testing. The way an audience perceives a presentation can vary a great deal in my experiences and I realize that you have course standards to assess but collecting student feedback would help you identify any criteria that might be improved?

I'm curious as to whether you provide feedback to coincide with the rubric evaluation? Some criterion seem to require more explanation (e.g., "no unnatural fillers", or "appropriate language")  Perhaps those terms are supported by other content addressed during the course?

Thanks for sharing - it's a very detailed rubric but seems to identify progressions that are logical and assessable.

Cheers, Sylvia
In reply to Sylvia Riessner

Re: Susan's Rubric

by Susan Saint -

Thank you for your feedback!

Last time I taught this course, I asked students whether they felt the rubric was helpful for them. The unanimous answer was yes. Students felt that it helped them understand not only how they were being assessed, but also what skills were included in improving speaking.

The rubric is meant to be an overarching rubric for all speaking tasks. In addition to the rubric, each speaking task has its own individual rubric, with more detailed criteria that assess the skills students need to demonstrate for that task. Let me know if you would like to see an example. I am happy to post one. Specific descriptors such as "no unnatural fillers" are explained and practiced in class lessons.