Since the rubric workshop was lacking on examples especially for ESL, I have
put together a ... Use the rubric in various ways often in the class. ... Participation.
ESL RUBRICS As we learned in the workshop entitled “Incorporating Rubrics into Instruction” which is part of the Student Success ASSESSMENT certificate, rubrics can be used for formative assessment. Formative Assessment is a tool we use to gauge student performance. While generally speaking multiple‐choice tests and other objective measures indicate what students know, formative assessments generally indicate what students can do and are generally administered often during the semester to help FORM instruction. Students can measure their own progress with rubrics, peers can measure a peer’s performance, and the teacher can measure student performance. If the rubric is reliable, all should get similar results. Since the rubric workshop was lacking on examples especially for ESL, I have put together a few rubrics that might be helpful. Of course these are samples and teachers are free to create their own. You might consider using Rubistar to do so. The rubrics that follow were first created in Rubistar and then adapted for our students and their levels (rubistar.4teachers.org) You will find level appropriate rubrics for • • •
Team Presentations Speaking Study Habits
I chose not to do writing because there are so many aspects of writing at each level and I suspected that you would have personal ideas about what you might include. I would caution that you do not try to be so detailed in a rubric that you can’t successfully measure students. The system will bog down if you do so. If grammar is important to you for example, chose one or two grammar points that define the level, don’t mention every grammar point they must learn in class.
STEPS 1. 2. 3. 4.
Refine the rubric to your preferences Go over the rubric with students and get feedback Upper levels: adjust rubric based on student feedback. Use the rubric in various ways often in the class. a. Teacher completes about students. b. Students complete about themselves. c. Students complete about peers. 5. Adapt instruction to meet needs where appropriate. 6. Make your own rubric to reflect on your teaching skills.
Oral Presentation Rubric : Beginning ESL 1 (Team‐Project Presentations) Teacher Name: Student Name: CATEGORY Team Participation
Volume
4 All members of the team say something meanngful and on topic. All students (the audience) can hear all the time.
3 Most members of the team say something meaningful and on topic. All students (the audience) can hear 75% of the time or more.
2 Some members of the team say something meaningful and on topic All students (the audience) can hear between 65% and 75% of
1 Only one member of the team speaks.
Students (the audience) can't often hear speakers.
Most members Some members Only one of the team member or no of the team speak clearly and speak clearly and members of the team speak are easy to are easy to clearly and are understand. understand. easy to understand. Uses most of the Uses many of the Uses some of the Uses a few or Content new words from new words from new words from none of the new (Vocabulary & the unit. the unit. the unit. words from the Grammar) unit.
All members of the team speak clearly and are Speaks Clearly easy to understand.
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Oral Presentation Rubric : Beginning ESL 2 (Team‐Project Presentations) Teacher Name: Student Name: CATEGORY Team Participation
Volume
4 All members of the team say something meanngful and on topic. All students (the audience) can hear all the time.
All members of the team speak clearly and are Speaks Clearly easy to understand.
Uses most of the new words from the unit and Content (Vocabulary & speaks in Grammar) complete sentences most of the time.
3 Most members of the team say something meaningful and on topic. All students (the audience) can hear 75% of the time or more.
2 1 Some members Only one of the team say member of the team speaks. something meaningful and on topic All students (the Students (the audience) can audience) can't hear between often hear 65% and 75% of speakers. the time or more. Most members Some members Only one of the team member or no of the team speak clearly and speak clearly and members of the team speak are easy to are easy to clearly and are understand. understand. easy to understand. Uses many of the Uses some of the Uses a few or new words from new words from none of the new words from the the unit and the unit and speaks in speaks in unit and rarely complete complete speaks in sentences some sentences some complete of the time. of the time. sentences.
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Oral Presentation Rubric : Beginning ESL 3 (Team‐Project Presentations) Teacher Name: Student Name: CATEGORY Team Participation
Volume
4 All members of the team say something meanngful and on topic. All students (the audience) can hear all the time.
All members of the team speak clearly and are Speaks Clearly easy to understand.
Speaks in complete sentences most Content (Vocabulary & of the time with correct Grammar) grammar.
3 Most members of the team say something meaningful and on topic. All students (the audience) can hear 75% of the time or more.
2 1 Some members Only one of the team say member of the team speaks. something meaningful and on topic All students (the Students (the audience) can audience) can't hear between often hear 65% and 75% of speakers. the time or more. Most members Some members Only one of the team member or no of the team speak clearly and speak clearly and members of the team speak are easy to are easy to clearly and are understand. understand. easy to understand. Speaks in Speaks in Speaks in complete complete complete sentences most sentences some sentences with of the time with of the time with correct grammar correct grammar correct grammar rarely. some of the some of the time. time.
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Oral Presentation Rubric : Intermediate ESL 1,2 (Team‐Project Presentations) Teacher Name: Student Name: CATEGORY Team Participation
Time
4 3 2 1 All members of Most members Some members Only one of the team say of the team say member of the the team say team speaks. something something something meanngful and meaningful and meaningful and on topic on topic. on topic. Presentation as a Presentation as a Presentation as a Presentation as a whole is of whole is whole is whole is a bit appropriate long or short in considerably too considerably too long in length as short in length as length as length as indicated by the indicated by the indicated by the indicated by the teacher. teacher. teacher. teacher.
All students (the All students (the All students (the Students (the audience) can audience) can audience) can audience) can't hear all the time. hear 75% of the hear between often hear Volume 65% and 75% of speakers. time or more. the time or more. The team as a The team as a The team as a The team as a whole reads whole doesn't whole doesn't whole mostly presentation the read reads read Presentation presentation at presentation too presentation and entore time and Skills much and makes makes little eye makes no eye all and makes contact. contact. adequate eye eye contact. contact. Sometimes uses Rarely uses Often uses Always uses correct grammar correct grammar correct grammar correct grammar and Content and and and (Pronunciation & pronunciation is pronunciation is pronunciation is pronunciation is often not adequate for adequate for adequate for Grammar) understanding. understanding. understanding. adequate for understanding.
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Oral Presentation Rubric : Intermediate ESL 3 (Team‐Project Presentations) Teacher Name: Student Name: CATEGORY Team Participation
Time
4 3 2 1 All members of Most members Some members Only one of the team say of the team say member of the the team say team speaks. something something something meanngful and meaningful and meaningful and on topic on topic. on topic. Presentation as a Presentation as a Presentation as a Presentation as a whole is of whole is whole is whole is a bit appropriate long or short in considerably too considerably too long in length as short in length as length as length as indicated by the indicated by the indicated by the indicated by the teacher. teacher. teacher. teacher.
All students (the All students (the All students (the Students (the audience) can audience) can audience) can audience) can't hear all the time. hear 75% of the hear between often hear Volume 65% and 75% of speakers. time or more. the time or more. The team as a The team as a The team as a The team as a whole reads whole doesn't whole doesn't whole mostly presentation the read reads read Presentation presentation at presentation too presentation and entore time and Skills much and makes makes little eye makes no eye all and makes contact. contact. adequate eye eye contact. contact. Sometimes uses Rarely uses Often uses Always uses language Content language language language (Pronunciation, appriate for level appriate for level appriate for level appriate for level and is not easily and is easily and is easily Vocabulary & and is easily understood. understood. understood. understood. Grammar)
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Speaking Rubric : Beginning ESL 1 (Informal Observations) Teacher Name: Student Name: CATEGORY
4 3 2 1 Always expresses Often expresses Sometimes Rarely expresses Expresses Needs needs needs expresses needs needs adequately. adequately. adequately. adequately. Rarelycommuinc Sometimes Often Always commuincates commuincates commuincates ates message with appropriate message with message with Vocabulary message with vocabulary. appropriate appropriate appropriate vocabulary. vocabulary. vocabulary. Is always Is often Is sometimes Is rarely Speaks Clearly understood. understood. understood. understood. rarely attempts Always attempts Often attempts Sometimes to speak English to speak English to speak English attempts to during classroom during classroom during classroom speak English English Only during classroom activities. activities. activities. activities.
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Speaking Rubric : Beginning ESL 2,3 (Informal Observations) Teacher Name: Student Name: CATEGORY
4 Successfully asks Asks and for information answers and helps other questions when students there is a need. appropriately.
3 Attempts to ask for information and often helps other students appropriately.
2 Sometimes asks for information and sometimes helps other students
1 Rarely communicates with the teacher or other students.
Always attempts Often attempts Sometimes Rarely attempts attempts to use to use new to use new to use new Vocabulary vocabulary when vocabulary when new vocabulary vocabulary when appropriate. when appropriate. appropriate. appropriate. Always attemps Often attemps to Sometimes Rarely if ever use 3rd person attemps to use attemps to use to use 3rd person singular singular "s" 3rd person 3rd person Grammar when "s" when singular "s" singular "s" appropriate. appropriate. when when appropriate. appropriate. Is always Is often Is sometimes Is rarely Speaks Clearly understood. understood. understood. understood. Always attempts Often attempts Sometimes rarely attempts to speak English to speak English attempts to to speak English during classroom during classroom speak English during classroom English Only activities. activities. during classroom activities. activities.
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Speaking Rubric : Intermediate 1,2,3 (Informal Observations) Teacher Name: Student Name: CATEGORY
4 Successfully communicates ideas and Communicates thoughts with ideas and language and thoughts register appropriate for the occasion. When communicating, uses appropriate Grammar tense correctly most of the time Speaks Clearly
English Only
3 Often communicates ideas and thoughts with language and register appropriate for the occasion. When communicating, often uses appropriate tense correctly.
2 Sometimes communicates ideas and thoughts with language and register appropriate for the occasion. When communicating, sometimes uses appropriate tense correctly.
1 Rarely attempts to coomunicate ideas and thoughts.
When communicating, rarely uses appropriate tense correctly.
Is always Is often Is sometimes Is rarely understood. understood. understood. understood. Always attempts Often attempts Sometimes rarely attempts to speak English to speak English attempts to to speak English during classroom during classroom speak English during classroom during classroom activities. activities. activities. activities.
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Study Habits: All Levels Teacher Name: Student Name: CATEGORY
4 Most of the time comes to class Comes to Class and comes on time. Always pays attention to the teacher and Pays Attention other students and listens carefully. Participates while in groups his/her Participates appropriate share of the time.
3 Most of the time comes to class but comes late.
2 1 Sometimes Sometimes comes to class comes to class and comes on but comes late. time. Sometimes pays Rarely listens to Often pays attention to the attention to the the teacher or is disengaged. teacher and teacher and other students other students and listens and listens carefully. carefully. Participates Doesn't Participates while in groups while in groups participate in more than less than his/her groups or rarely his/her speaks when in appropriate groups. share of the appropriate time. share of the time. Rarely studies Never studies Often studies the Sometimes the lesson the lesson lesson outside of studies the Homework class. lesson outside of outside of class. outside of class. class. Doesn't maintain Loses papers, Maintains a Maintains a handouts, and notebook, binder notebook, binder a notebook, or other system or other system binder, or other other classroom materials. with sections for that is not well system. Organizational organized. areas such as Skills vocabulary, grammar, etc.
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