Análisis y creación de
rúbricas en el programa de
Inglés UOH
Outline
01 Objective
02 Assessment in our programme
03 Let’s analyse and build our rubrics
04 Summary
Objective
Analyse and assess rubrics created in the
Institutional English Programme so as to establish
common parameters for the development of
improved assessment instruments.
Our Evaluations
Increased emphasis on communicative
competence and task-based language
teaching
Essays, speeches, projects, presentations
Productive skills (e.g., speaking, writing)
Let’s analyse and build our
own rubric
Rubric example
Context: ENG1004: RUBRIC - Final Project Interview (30%)
Descriptors 4 3 2 1
Development of ideas
Delivery
¿Qué cambios o Comprehension and
listening
comentarios podríamos
Coherence and
hacer sobre los cohesion
aspectos a evaluar y
Grammar and Syntax Proper use of Past, Present Most of the tenses There are some (7-9) The student only
descriptores de Perfect, Future tense (past, present perfect mistakes in the use of the produces simple
nuestra rúbrica? and future) are used
properly.
tenses (past, present
perfect and future) that
grammatical structures
and struggles with
Occasional mistakes (1- 3)
are made when attempting make understanding them. Elementary
to produce complex Some mistakes (4-6) difficult. mistakes are
grammatical structures. are made. Minor constantly (10+) made.
Appropriate syntax in most interference with L1 There is no use of studied
cases. syntax. structures for habits. L1 syntax.
Interference with L1 syntax
is evident.
Pronunciation
Vocabulary
Characteristics: Categories
• Analytic rubrics have two main parts
• The categories in the rubric must focus on observable and measurable skills.
• The five categories.
• A rubric with many categories may become impractical because it is difficult to assess all of the
language skills listed (Schreiber et al., 2012)
• Nonverbal behaviors (e.g., eye-contact, gestures)
Descriptors
• “Meets Standard”
• Learners should not be expected to have
a perfect performance to receive full points.
• Description in the levels of performance should not use
evaluative terms.
• Quality instead of quantity.
The phrase “word choice may sometimes be too specific or vague” (rather than “did not use a variety of
words”) focuses on what the learner produced.
• Descriptions which differentiate levels of performance primarily with quantifiers (e.g., few, some, many)
should be avoided also because it is difficult to consistently measure “few”.
• the descriptions should be concise
• Rubrics have between three and five levels of performance (Brookhart, 2018; Suskie, 2009)
Points and Weighting
• In other words, the levels in a rubric serve to assign a score and provide feedback to the learner (Brown,
2018; Goldberg, 2014).
• The point values also make sense mathematically and do not penalize students unintentionally.
Pre-use Review
• Review the descriptions for context appropriate expectations.
• Check for consistency among descriptions across levels.
• Evaluate if descriptions can be shortened while maintaining meaning.
• Evaluate formatting or text enhancement for ease of use.
• Consider how well the rubric’s format facilitates students’ understanding of the
feedback.
Post-use Evaluation
• Consider whether the assigned scores adequately represent the quality of the
performances.
• Confirm the independence of each category in the rubric.
• Evaluate whether each category was assessed consistently, following the
descriptions at each level.
• Evaluate how useful the levels of performance are for this context and these
learners.
• Evaluate how easy the rubric was to use
Summary
• Step 1: Categories: Identify categories that reflect separate skills of the stated learning objectives.
• Step 2: Levels of performance: Describe the expected levels of performance in each category
appropriate for the context.
• Step 3: Pre-Use Review: Review the rubric for validity (e.g., categories are aligned with the
assessment’s stated learning objectives), reliability (e.g., performances can be consistently scored
with the descriptions), practicality (e.g., rubric is easy to use), and the beneficial consequences of
using the rubric.
• Step 4: Post-Use Evaluation: Check that the scores are meaningful and based on the descriptions,
the categories are independent, the descriptions are level-appropriate, and the rubric is easy to use.
References
Vercellotti, M. L. & McCormick. D. E.(2021). Constructing analytic rubrics for
assessing open-ended tasks in the language classroom. Teaching English as a
Second Language Electronic Journal (TESL-EJ), 24(4). https://tesl-
ej.org/pdf/ej96/a2.pdf
Thank you
