Universidad Católica de la Santísima Concepción

Facultad de Educación

Pedagogía en Educación Media en inglés

Workshop 2: Scoring instruments

Teacher: Katiuska Santibañez

Course: Assessment Methods and Approaches to the TESL

Students: Juan Castro S.

María Lagos L.

Concepcion, 2016

Artifact1: Writing skill

Rubric:

Criteria Excellent Good Basic Below passing.

The four days were mentioned.

The four days have been mentioned.

Three days have been mentioned

Two days have been mentioned.

Just one day has been mentioned.

4 3 2 1

At least two activities were mentioned per day.

Three activities or more have been mentioned.

Two activities have been mentioned.

One activity has been mentioned

None activities have been mentioned.

8 6 4 2

The means of transport are mentioned.

At least three different means of transport are mentioned.

Two means of transport are mentioned.

One mean of transport is mentioned.

Cero means of transport are mentioned.

4 3 2 1

The task is well-organized

The lecture flows easily.

The information is organized

Information is not well organized

Organization and presentation are not the best.

4 3 2 1

Grammar and spelling

Just one mistake was made

2 or 3 mistakes were made

4 to 5 mistakes were made

More than 5 mistakes were made.

4 3 2 1

Artifact 2: Listening skill

Checklist:

Purpose Yes/No Comments

Listens and responds to information from the audio

listens to, follows and carries out a brief set of instruction involving one or more steps

listens and understand descriptions of unfamiliar places, people and things

listens to simple explanations and makes appropriate responses

Listens attentively to and converses with others to share ideas and reports on peer opinions

listens to and shows respect for the contribution of another in group and class discussions

Artifact 3: Reading skill

Rubric:

Criteria EXCELLENT GOOD FAIR NEEDS IMPROVEMENT

Completion of test

Requirements are completed

Most of the requirements are completed.

Some of the requirements are completed.

Requirements are incomplete.

Answers provided

Information and ideas are coherent with the text and allow high level of understanding.

Information and ideas are coherent with the text and allow good level of understanding.

Information is presented and some understanding can be gained.

Information and ideas are not clear, very difficult to understand

Use of English

Task presented with any mistakes.

Task presented with few mistakes.

Task presented with several mistakes.

Task presented with more than 15 mistakes.

Questioning Students can answer the questions without prompting.

Students can answer the questions about reading with a few prompts.

Students can answer the questions about reading with several prompts.

Students cannot answer the questions about reading even with prompts and hints.

Artifact 4: Speaking skill

Rubric:

Category 4 3 2 1

Completion of task

Extensive information according to the topic was provided. Information is absolutely

Coherent.

Adequate Information about the topic was provided. Information is coherent.

Information provided was limited. Ideas are understandable

Information provided was poor and inadequate

Accuracy Very accurate and few mistakes were made. Student corrects himself or herself.

Few mistakes that do not affect the meaning of the content.

Mistakes interfere the meaning. It was difficult to understand the information.

Multiple mistakes that take away the meaning.

Pronunciation Very good pronunciation with few mistakes.

Acceptable pronunciation.

Student mispronounces many words.

Poor pronunciation. Student mispronounces basic words.

Effort Student focus on the activity. He/ she shows interest in the task.

Student focus on the activity. But do not look interested.

Student does not look interested in the activity.

Student does not focus on the activity. He/she do not look interested in the activity.

Analysis:

Artifacts Artifact1: Writing skill

Artifact 2: Listening skill

Artifact 3: Reading skill

Artifact 4: Speaking skill

Objective Students will be able to create a vacation`s itinerary guideline.

Students will be able to identify general and specific ideas from an audio.

Students will be able to identify general and specific ideas from a Text.

Students will be able to speak about their choices in some hypothetical cases.

Learning outcome

-Creation of a vacation`s itinerary guideline.

-Completing a chart

-Answering questions

-filling the gaps

-matching

-Answering questions

Connection with the scoring instrument

The rubric was specifically designed for the task. It is related to the learning outcome

The checklist can be used for the task. Nevertheless, it is not directly related to the artifact since it can be used in any other.

The rubric can be used in any reading activity. Consequently, it is connected to the artifact

The rubric can be used in any Speaking activity. Consequently, it is connected to the artifact.

Alignment with the national curriculum

The National Curriculum establishes that students must be able to write short descriptive texts, among others types of texts

Students are required to develop listening skill, paying special attention to the identification of general ideas and/or specific information.

As well as listening skill, students are expected to be able to understand general and specific information from a variety of texts (topics and extension)

Students are supposed to achieve a B2 level after having finished high school; hence, asking and provide information is part of the activities that they should master.

Relation to Although it is In the Chilean This kind of test is Speaking is one

the Chilean context

expected that students have to be able to write texts in English, the reality differs from the National Curriculum assumptions.

context it is very common to ask student to complete charts for a listening activity. This, as a way of measuring understanding of specific and general information.

Nevertheless, the development of listening skill can only be successfully achieved if different strategies such as pictures, videos, texts, body language among others are used.

very used in the Chilean context. Students do a variety of exercises for showing reading accuracy.

of the most difficult skills to be developed by Chilean high school students. However, this activity can be performed even though students are not very proficient.

Scoring Instruments

Writing skill: Rubric

Listening skill: Checklist

Reading skill: Rubric

Speaking skill: Rubric

Clarity of criteria

Very clear Very clear Very clear Very clear

Distinction between Levels

It has been stated from “Excellent” to “Bellow passing”.

As it is a checklist, the levels are yes or no.

It has been stated from “Excellent” to “Needs improvements”

It has been stated from 4 to 1

Relation to the outcome being measured?

The rubric is absolutely related to the learning outcome.

The checklist is related to the learning outcome. However, is too general. It can be used in any learning outcome for a listening activity.

The rubric is related to the learning outcome. However, is too general. It can be used in any learning outcome for a reading activity.

The rubric is related to the learning outcome. However, is too general. it can be used in any learning outcome for a speaking activity

Understanding of the rubric

Easy to understand

Easy to understand

Easy to understand

Easy to understand