Статья по теме Using assessment rubrics in the English classroom

ҚОСТАНАЙ МЕДИЦИНАЛЫҚ КОЛЛЕДЖІ
КОСТАНАЙСКИЙ МЕДИЦИНСКИЙ КОЛЛЕДЖ
USING ASSESSMENT RUBRICS IN THE ENGLISH CLASSROOM
Дайындаған: Ильина Е.А.,
ағылшын тілі оқытушысы
Подготовила: Ильина Е.А.,
преподаватель английского языка
Қостанай 2012
Using assessment rubrics in the English classroom
Assessment is an important part of teacher’s work. It is feedback that students get about their learning. So teacher must be as accurate as possible. As for me, assessment is the most difficult part of the lesson. Giving positive feedback to students is easy and pleasant, but not all the students get excellent and good marks.
In planning assessments to be taken by the general student population, including ELLs, the general principles of good assessment practices apply. This section describes different steps within the planning process, highlighting issues most relevant to the assessment of ELLs. The purpose of a test must be clear in order for valid interpretations to be made on the basis of the test scores. Tests have different purposes. For example, one test may be used to evaluate students’ readiness to advance to the next grade, while another evaluates students’ need for remediation. It is also important to outline the specific interpretations that will be made based on the scores. For example, tests used as a criterion for high school graduation will affect students differently than tests designed to inform instructional decisions.
A second criterion for validity is a precise and explicit definition of the construct the test is intended to measure. Sometimes state documents, such as curriculum frameworks, may clarify knowledge and skills stated in the standards. When defining a construct for an assessment to be given to ELLs, consider in particular how English language skills interact with the construct. For example, when defining the construct for a mathematics test, consider whether it is intended to be a test of mathematics, in which case the test should require no or absolutely minimal English proficiency, or a test of the ability to do mathematics within an English-language educational environment, in which case the ability to comprehend word problems in English may be part of the construct. Similarly, those who define the construct should pay attention to how much of the vocabulary of the discipline in English is to be viewed as part of the assessment.4 Defining English proficiency as part of a target construct for an assessment in mathematics or science is neither right nor wrong. It is essential, however, that these definitions be explicit. Furthermore, even if English proficiency is part of the construct, take
care to define what level of English proficiency should be expected of students. When defining the linguistic demands to be included in the construct, make an effort to include professionals with backgrounds in educating ELLs.
Assessment specifications define the test content and explain how that content will be assessed. Assessment specifications also provide a link between a state’s content standards and the items or tasks that appear in a particular test.
States are likely to have documented content standards for the subject area to be assessed. States may also provide performance standards and other documents that define the domain and their expectations for student achievement. Test developers should review these documents carefully and note the degree to which each standard calls for the ability to read, write, speak, or listen in English.
When I was at a seminar course in Almaty I learned about assessment rubrics. And when I started to use them in the classroom, I understood that assessment is not a problem for me anymore.
A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics can be created for any content area including math, science, history, writing, foreign languages, drama, art, music, etc... [1]
Assessment rubrics are made in the form of tables and contain criteria of assessment and students’ score. You can find lots of rubrics on the internet but it is not difficult to make your own rubrics. [2] I prefer making my personal rubrics with criteria that I need to judge in students’ work.
Here are some examples.
As I teach mostly medical English students often retell texts or make their own monologues on the base of given material. I created a rubric for monologues assessment.
5 4 3 2 Score
Volume of monologue 9-10 sentences 7-8 sentences 5-6 sentences less than 5 sentences Pronunciation 0-1 mistakes that don’t prevent understanding 2-3 mistakes that are not very serious 4-5 errors that make understanding difficult more than 5 errors Grammar 0-1 mistakes that don’t prevent understanding 2-3 mistakes that are not very serious 4-5 errors that make understanding difficult more than 5 errors Speed 1-2 short pauses 3-5 short pauses 3-5 long pauses more than 5 long pauses You can speak correctly without grammar. That is why grammar exercises are so popular in the English classroom. Here is my grammar exercises rubric.
5 4 3 2 Score
Completed volume 9-10 sentences 7-8 sentences 5-6 sentences less than 5 sentences Grammar 0-1 mistakes 2-3 mistakes 3-5 errors more than 5 errors Spelling 0-1 mistakes 2-3 mistakes 3-5 errors more than 5 errors Group work is often used in the classroom. It helps students to feel free while performing the tasks. The level of students’ anxiety becomes very low when they work with their peers. They don’t feel the pressure of everyone’s attention. But usually there are some students who try to relax and do nothing while others are doing all the work. When I started using the following criteria all the students became more active.

5 4 3 2 Score
Work load Equal share Done almost everything needed Participated from time to time Didn’t participate Time In time or faster (before fixed time) 1-2 minutes after fixed time 5 minutes later fixed time Not done Results Perfect Good enough Satisfactory Poor Rubrics offer several advantages. 
Rubrics improve student performance by clearly showing the student how their work will be evaluated and what is expected. So students can check their own work when preparing for the class.
Rubrics help students become better judges of the quality of their own work.
Rubrics allow assessment to be more objective and consistent.
Rubrics force the teacher to clarify his/her criteria in specific terms.
Rubrics reduce the amount of time teachers spend evaluating student work. [3]
Every student in the classroom can participate in giving feedback so the students become more attentive to each other’s answers. Students’ help in assessment is especially important in group work.
When students notice and correct their peer’s mistakes they remember and understand the material better.
Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction.
Rubrics provide students with more informative feedback about their strengths and areas in need of improvement.
Rubrics are easy to use and easy to explain. [4] 
Of course, there are some disadvantages in using rubrics.
For example, students may feel pressure at first so they feel nervous. But they’re getting used to the criteria quickly and the level of anxiety becomes low.
Time for making rubrics. It takes not much time actually, but teachers usually are too busy with different paperwork. But there are breaks between classes and students’ holidays when there is no such huge amount of work.
The teacher should be extremely attentive listening to students answers.
Also, using assessment rubrics we need to pay attention to individual characteristics of our students. As there are students who have difficulties in expressing thoughts. They speak slowly even in everyday life in their native language.
It’s a good idea to have different rubrics printed and put them somewhere in the classroom. During the breaks students always pay their attention to pictures and schemes on the walls.
References
Moskal, B.M., & Leydens, J.A. Scoring rubric development: Validity and reliability. Practical Assessment, Research and Evaluation. NY -2000. P. 7.
Goodrich, H. Understanding rubrics. Educational Leadership. P. 14-17.
Brookhart, S.M. The art and science of classroom assessment: The missing part of pedagogy. ASHE-ERIC Higher Education report, 27 (1). Washington, DC: The George Washington University, Graduate School of Education and Human Development – 1999.