Students are assessed based on the quality
of some response, product, or performance. If our evalution is
shifting from traditional assessment to authentic. How is a
score of 88 interpreted? What makes a student performance excellent,
satisfactory, or in need of improvement? One way to interpret
student performance is through the use of rubrics that provide
a framework for assessing students knowledge and skills simultaneously.
RUBRIC DESIGN: Things to consider A rubric:
- Includes "non negotiable" requirements that must
be fulfilled for a passing grade.
- Is shared with the students before they do a performance
- May be designed with input from the students.
- Describes a
student's performance (as objectively as possible).
- Describes global performance. Is not limited to a simple
- Highlights the student's strengths and weaknesses.
- Shows the student how he/she can improve.
- Is based on realistic expectations from the Target Performance
- Sets different standards of accuracy based on the mode of
communication. For example: accuracy standards are much higher
for a presentational assessment than they are for an interpersonal
- Gives proper weight to the different elements of a performance.
- Describes a performance that: "is deficient", "meets
expectations", or "exceeds expectations".
- May not translate directly into a "percentage" score.
Lisa Hendrickson and Karen Luond Fowdy, Monroe High School,
Monroe, WI June 2006
In your Planning Curriculum for Learning
World Languages guide, please review pp. 61-63 and the
performance guidelines on pp. 237-240. In addition read pp.
63-95 which includes a number of charts to skim which include
sample thematic units, rubrics and benchmarks.