Workshop 2: Scoring instruments

Rubrics

Authors: Mara Jos Acua

Pamela Humeres

Original Rubric for reading

MIND MAP ASSESSMENT RUBRIC
ASSESSORS_________________________________________ TOTAL
SCORE_________
ASSESSED
STUDENTS______________________________________________________

Level 1 (5 pts)

Level 2 (6 pts)

Level 3 (7-8 pts)

Level 4 (9-10
pts)

Concepts
Quantity/Quality
of words and
their organization
- Completeness

Many key words

and concepts
from the unit are
missing.
Organization us
choppy and
confusing

Many key words

and concepts
from the unit are
covered and are
somewhat
organized

Most key words

and concepts
from the units are
covered in a
meaningful way
and are
thoughtfully
organized.

All key words and

concepts
necessary to
promote an
overview of the
unit are used and
well organized to
give added
meaning

Connecting
Arrows (x2)
Number and
quality of
connections

Some words are

accurately
connected

Most words
accurately
connected

All words
accurately
connected

All words
accurately
connected

Connections
arent clear they
convey little
meaning and do
not promote
clarity

Connections are
somewhat clear
and convey
meaning

Connections are
clear and logical.
They connect
concepts to
promote clarity
and convey
meaning

Connections
indicate superior
organization/
understanding
and enhance
meaning. Arrows
easily connect
concepts in an
informative
manner

Few to no linking
words used
above arrows

Few linking
words used
above arrows

Many
misconceptions

Some
misconceptions

Level of detail,
quality of
connections
Linking words

Accuraccy

Relationships
between concepts
clearly identified
using some
linking words on
arrows

All links are

correct

Relationships
between concepts
easily identified
using many
linking words on
arrows which are
appropriate and
varied

All links are

correct

are evident

are evident

Many links are

incorrect
indicating poor
understanding

A few links are

incorrect

Few to no errors
evident

No errors evident

Improved Rubric for reading

The following rubric was used to measure a mind map created by students. The
map was based on a scientific paper read before. One of the aspects that need
improvement was the approach used in classes and the one used in the activity.
This class was mainly communicative, but the activity was not. Therefore, it is
possible to improve this weakness by asking students to present their map and
explain it in front of the class.
In order to lower the difficulty of the task, it is suggested to use an easier text
instead using a scientific paper.
MIND MAP ASSESSMENT RUBRIC
ASSESSORS_________________________________________ TOTAL
SCORE_________
ASSESSED
STUDENTS______________________________________________________

Level 1 (5 pts)

Level 2 (6 pts)

Level 3 (7-8 pts)

Level 4 (9-10
pts)

Concepts
Quantity/Quality
of words and
their organization
- Completeness

Many key words

and concepts
from the unit are
missing.
Organization us
choppy and
confusing

Many key words

and concepts
from the unit are
covered and are
somewhat
organized

Most key words

and concepts
from the units are
covered in a
meaningful way
and are
thoughtfully
organized.

All key words and

concepts
necessary to
promote an
overview of the
unit are used and
well organized to
give added
meaning

Connecting
Arrows (x2)
Number and
quality of
connections

Some words are

accurately
connected

Most words
accurately
connected

All words
accurately
connected

All words
accurately
connected

Connections are
not clear they
convey little
meaning and do

Connections are
somewhat clear
and convey
meaning

Connections are
clear and logical.
They connect
concepts to

Connections
indicate superior
organization/
understanding

Level of detail,
quality of

connections

not promote
clarity

promote clarity
and convey
meaning

Linking words

Few to no linking
words used
above arrows

Few linking
words used
above arrows

Theoretical
Accuraccy

Many
misconceptions
are evident

Some
misconceptions
are evident

All links are

correct

All links are

correct

Many links are

incorrect
indicating poor
understanding

A few links are

incorrect

Few to no errors
evident

No errors evident

Relationships
between concepts
clearly identified
using some
linking words on
arrows

and enhance
meaning. Arrows
easily connect
concepts in an
informative
manner
Relationships
between concepts
easily identified
using many
linking words on
arrows which are
appropriate and
varied

Listening Rubric
Students were asked to listen to a recording in which people talk about their jobs.
Then they have to complete a task in which they have to identify, compare and
complete with the information given before.

Listening
Comprehensio
n
(40 pts)

Exemplary

Proficient

Acceptable

Weak

Unacceptabl
e

Student
is
able
to
comprehend
main
ideas,
general and
specific
information.N
o problems at
recognizing
vocabulary
and
expressions.

Student
identifies
main ideas,
general and
specific
information.
Almost no
problems at
recognizing
vocabulary
and
expressions

Student
identifies
the
main
idea,
general
and
specific
information
.
Minor
problems
at
recognizing

Student is
still able to
identify
main ideas,
general and
specific
information.
Some
problems at
recognizing
vocabulary
and

Student
is
unable
to
identify main
ideas,
general and
specific
information.
Many
problems at
recognizing

(40 -35 pts)

.
(34- 30 pts)

vocabulary
and
expression
s
(29- 25 pts)

expressions
.
(24-20 pts)

vocabulary
and
expressions
(19 or fewer)

Speaking Rubric
Students were ask to make an oral presentation about different kinds of pollution. It was a
pairwork activity, but the mark was individual.
Oral Presentation Rubric
Students
name______________________________________________________________

Excellent

Good

Fair

Weak

Pronunciation
Intonation
Grammar
Vocabulary
Connectors
Content
Body Language

Writing Rubric
Students were asked to create an article about a book that they like. This rubric was
created to make students evaluate their classmates.
Article Peer Editing Checklist
Author:______________________________________________________
Peer Editor:__________________________________________________

Title:________________________________________________________
Date:_________________

Yes
1

Is there a title?

Are the main words of the title

capitalized

Is the title appropriate?

Is there an introduction?

Is there a conclusion

Are the paragraphs used correctly

Is the information organized?

Is the main idea clear?

Are capital letters used appropriately?

1
0

Are plurals correct?

Summary Chart

No

Skills

Task

Learning
Outcome

Analysis
how they relate
-or not- to the
Chilean
classroom
context.

Listening

Listen carefully to a Students show the

recording
about ability
to
jobs.
comprehend main
ideas, general and
specific information.
by listening to a
recording

This
activity
is
commonly used in
the Chilean context.
moreover Jobs are
universal
and
transversal because
of that the activity
can be considered
as relatable.

Speaking

Oral presentation

Students
present
orally a presentation
about different kinds
of pollution

This activity is highly

related
to
the
Chilean classroom ,
given the fact that
pollution is a topic
that affects us all.
Moreover
Concepcion is
a
city with a lot of
pollution problems,
such as air, water ,
noise and even
,light pollution.

Reading

Create a mind map Students

show
about a free topic comprehension of
text
the text by creating
a mind map

Creating mind maps

can be a really
useful strategy for
students and it is
transversal to any
subject. Therefore it
is relatable to the
Chilean context.

Writing

Create an article Students create an This activity make

about a book
article about a book students
reflect
that they like.
about what they
read.
Therefore,
creating an article it
helps students to
improve
their
reading skills. This

activity
may
be
applied in a Chilean
classroom, because
it
is
not
too
complicated.