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.