CONDUCTING

LANGUAGE
ASSESSMENT
RUBRIC

 A rubric is commonly defined as a tool that articulates the

expectations for an assignment by:
 Listing a criteria
 And for each criteria:
 Describing levels of quality

 It defines in writing what is expected of the student to get a

particular grade on an assignment.
Why use Rubrics?

1. Rubrics help students and teachers define "quality.“

2. When students use rubrics regularly to judge their own
work, they begin to accept more responsibility for the end
product.
3. Rubrics reduce the time teachers spend grading student
work and makes it easier for teachers to explain to students
why they got the grade they did and what they can do to
improve.
4. As one teacher says: "They (parents) know exactly what
their child needs to do to be successful."
How do I create a good Rubric?

1. List the criteria

that will be used
in assessing
performance in
the first column.

Assignment:
Oral Presentation
How do I create a good Rubric?

2. Determine your performance ratings / levels in the first row.

How do I create a good Rubric?

3. Write a description for each performance level.

How do I create a good Rubric?

4. After use, evaluate and revise rubric as needed.

Online Tools

http://rubistar.4teachers.org

https://rubric-maker.com/
Tips on Designing Rubrics

 Avoid unclear language:

 Ex:
Student has objectively expressed her opinions about the topic.

 Student has stated recent news to express her opinions about the
topic.
Tips on Designing Rubrics

 Avoid unnecessary negative language:

 Ex:
Student was not able to gain the attention of the audience due to a
boring opening conversation.

 Student did not attempt to gain attention of audience, just starts

speech.
Tips on Designing Rubrics

 Defining Description Level:

 Articulating Gradations

Yes Yes, but No, but No

Tips on Designing Rubrics

 Articulating Gradations:
 Yes, student was able provide key details including, but not limited
to: correct grammar usage, appropriate vocabulary, etc.

 Yes, student was able to provide correct usage of some details, but
some are missing or incorrect.

 No, student was not able to provide enough details to make the
conversation, but was able to mention only a few.

 No, student was not able to provide almost any information.

QUANTIFYING THE
RUBRICS
WORKSHOP
Using the Rubric with a Live Role Play
ONLINE TOOLS
FOR MAKING RUBRIC
Rubistar - http://rubistar.4teachers.org
Rubric Maker - https://rubric-maker.com/