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
are evident

Some
misconceptions
are evident

All links are

correct

All links are

correct

Many links are

A few links are

Few to no errors

No errors evident

Level of detail,
quality of
connections
Linking words

Accuraccy

Relationships
between concepts
clearly identified
using some
linking words on
arrows

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

incorrect
indicating poor
understanding

incorrect

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
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

Level of detail,
quality of
connections

Linking words

Theoretical
Accuraccy

Few to no linking
words used
above arrows

Few linking
words used
above arrows

Relationships
between concepts
clearly identified
using some
linking words on
arrows

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

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

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.
Exemplary
Listening
Comprehensio
n

Proficient

Acceptable

Weak

Unacceptabl
e

Student
is Student
Student
Student is Student
is
able
to identifies
identifies
still able to unable
to
comprehend
main ideas, the
main identify
identify main

(40 pts)

main
ideas,
general and
specific
information.N
o problems at
recognizing
vocabulary
and
expressions.
(40 -35 pts)

general and
specific
information.
Almost no
problems at
recognizing
vocabulary
and
expressions
.
(34- 30 pts)

idea,
general
and
specific
information
.
Minor
problems
at
recognizing
vocabulary
and
expression
s
(29- 25 pts)

main ideas,
general and
specific
information.
Some
problems at
recognizing
vocabulary
and
expressions
.
(24-20 pts)

ideas,
general and
specific
information.
Many
problems at
recognizing
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
Pronunciation

Good

Fair

Weak

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?

No

Summary Chart

Skills

Task

Learning
Outcome

Analysis: relation -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

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

Students
present
orally a presentation
about different kinds
of pollution

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 students

about a book
article about a book reflect about what they read.
that they like.
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.