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LESSON 4: GRADING PERFORMANCE TASKS

from Content and Pedagogy for the Mother Tongue

from Content and Pedagogy for the Mother Tongue, page 119

LESSON 3: DESIGNING PERFORMANC...

Instructions: Each group shall be given 20 minutes to orally present about a assigned topic.They are allowed to use a laptop and a projector. In case they wi use other props, they will have to provide those on their own.

Category

1. Content (25%)

2. Objective (25%)

3. Organization (20%)

4. Method/ Approach (20%) 1 2 3 Poor Satisfactory Excellent No appropriate amount of material was prepared. The arguments stated did not reflect each topic's relative importance. (0-15%) Appropriate amount of material was prepared. However, the arguments stated did not reflect each topic's relative importance. (16-20%) Appropriate amount of material is prepared, and the arguments stated reflected each topic's relative importance. (21-25%)

Lesson is not well prepared. (0-15%) Lesson is well prepared but there is no congruence between the objectives and the subject matter. (16-20%) Lesson is well prepared and there is congruence between the objectives and the subject matter. (21-25%)

Group did not present information in a logical and interesting sequence, therefore the presentation cannot be understood. (0-12%) Group presents information in a logical and interesting sequence but occasionally strays from the topic. (13-16%) Group presents information in a logical and interesting sequence which audience can follow. (17-20%)

Methods used were not suited for the subject and not suited for the capabilities of the target audience. (0-12%) Methods used were slightly suited for the subject and slightly suited for the capabilities of the target audience. (13-16%) Methods used were suited for the subject and suited for the capabilities of the target audience. (17-20%)

5. Creativity (10%)

Total Student utilized very little unique ideas. (0—6%) Student utilized unique ideas but did not integrate it. (7-8%) Student utilized unique ideas in an integrated manner. (9-10%)

Checklist for Evaluating a Rubric

Features of a Quality Rubric 1. Has clear essential criteria 2. Criteria are aligned with the standards or competencies in the instructional/academic plan 3. Has realistic number of criteria 4. Has explicit observable indicators 5. Has no overlaps in levels 6. Has real-world criteria 7. Has high interjudge reliability 8. Tested out with students 9. Avoids degree modifiers 10. Written in a way that can be understood by the students

Guide Questions: 1. In your own opinion, what is a rubric? How would you define a rubric?

2. From your observation, what are the parts of a rubric? What are the functions of each part?

3. What are the advantages of using a rubric? What are its disadvantages?

Present Absent

Rubrics are often organized in a table or matrix format. Teachers may use these to grade students while pupils may use it to plan their work (Dawson, 2017). When used as a tool for formative assessment, these have been proven to have a positive effect on students' learning (Panadero & Jonsson, 2013).

There are two types of rubrics: holistic and analytic rubrics. The goal of this activity is for you to compare and contrast the similarities and differences between a holistic and an analytic rubric. Proceed to your assigned groups. Look at the sample rubrics below. Discuss with your group the similarities and differences between the two. Use the guide questions below. Encourage every member to share their thoughts and opinions.

ANALYTIC RUBRIC Sample Rubric for Reflection Paper Instructions: Each student will write a reflection paper about a preselected topic.

(0- 60% )

Student does NOT discuss prior knowledge, opinions, and beliefs related to the topic. Does not identify student's feelings related to the topic. Student does NOT present information in a logical and interesting sequence. Student does NOT discuss important global and international issues in relation to the topic. Student does NOT utilize unique ideas.

Guide Questions: 1. Are there similar parts between an analytic and a holistic rubric? What are these?

2. What are the differences between an analytic and a holistic rubric?

3. What are the advantages of using an analytic rubric? What are its disadvantages?

4. What are the advantages of using a holistic rubric? What are its disadvantages?

IV. APPLY

For a rubric to be reliable, each criterion should have the following characteristics: (1) Appropriate, (2) Definable, (3) Observable, (4) Distinct from one another, (5) Complete, and (6) Able to support descriptions along a continuum of quality.

In addition, the description for each criterion should have the following characteristics: (1) Descriptive, (2) Clear, (3) Cover the whole range of performance, (4) Distinguish among levels, (5) Center the target performance at the appropriate level, and (6) Feature parallel descriptions from level to level (Brookhart, 2013).

For your final task, choose one Performance Assessment/Task from your Lesson 3 Apply Activity output. You will have to construct an analytic rubric for it.

Construct a rubric by following the steps below: Step 1: Task. Determine the performance task that you want to measure. Is it writing, speaking, drama, long-term projects, etc.?

Step 2: Criteria. Come up with at least five criteria forjudging the performance task. These criteria should be pertinent competencies demonstrated by the student while accomplishing the performance task. In the table or matrix, these will be written on each row in the boxes to the left.

Step 3: Scale. Decide on the levels of scale to score the student's performance. For instance, excellent, satisfactory, or poor. You may choose either a three- or a five-level scale. In the table or matrix, these will be written on the boxes at the top.

Step 4: Description. Formulate descriptions for each criterion in each scale level. For instance, if you have five criteria and three levels, you will write 15 descriptions. Remember that each statement should feature parallel descriptions from level to level.

Clarity of Criteria Criteria for Grading the Rubric

Distinction between levels of Achievement

Clarity of Expectations to Learners

TOTAL 10 pts.

10 pts.

lO pts.

30 pts.

Lesson Synthesis:

What are the common concerns of students in relation to grading? How do you think these should be addressed?

UNIT SUMMARY

Finally, you have reached the end of the course! You are not yet done though because it is time for you to prepare for your final assessment. In a nutshell for this unit, you have learned the significance of a well-developed, clear, and sound assessment that will measure student learning. Various assessment forms and strategies were provided to give you more ideas on how to develop and grade assessments. Hopefully, you will find all of these useful when it is time for you to design your assessments for your Mother Tongue class. Congratulations and we wish you the best in your final assessment!

REFERENCES

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