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Rubrics: Learn...

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 assessment.
  • 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 checklist.
  • Highlights the student's strengths and weaknesses.
  • Shows the student how he/she can improve.
  • Is based on realistic expectations from the Target Performance Guidelines.
  • 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 assessment.
  • 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.

Next: Rubrics: Connect-Reflect

© 2004 Wisconsin Association For Language Teachers
Last updated: September 10, 2006