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Part VII Proficiency 101 - - - - - - - - - - - - Introduce Proficiency-Based Prompts & Rubrics

Summer Institute (SI) 2012. Part VII Proficiency 101 - - - - - - - - - - - - Introduce Proficiency-Based Prompts & Rubrics. Part VII Objectives. By the end of Part VII, I will be able to: Describe how proficiency-based rubrics need to be constructed.

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Part VII Proficiency 101 - - - - - - - - - - - - Introduce Proficiency-Based Prompts & Rubrics

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  1. Summer Institute (SI) 2012 Part VIIProficiency 101 - - - - - - - - - - - - Introduce Proficiency-Based Prompts & Rubrics

  2. Part VII Objectives By the end of Part VII, I will be able to: • Describe how proficiency-based rubrics need to be constructed. • Explain how to score student work using a proficiency-based rubric.

  3. Providing Feedback to Build Proficiency How well does the feedback showcase what students can do well and what they need to work on to improve? How well does the feedback mechanism guide students to give their best performance (rather than just enough to get by, or to get an “A”)?

  4. Providing Feedback to Build Proficiency What counts in evaluation? • Grammatical accuracy • Vocabulary choice • Translation of words • Pronunciation Answer: Depends on the Mode

  5. Activity: Mode Sort • Read the Mode Sort slips with your table group. • Sort them using this chart:

  6. Crafting Rubrics • Many options available • Commercially • Open source • Teacher-created Let’s take a look . . .

  7. Rubric for Scored Discussion

  8. Rubric for Feedback Checklist

  9. Rubric for Feedback Checklist

  10. Crafting Rubrics • Take out the non-negotiables • Don’t just count It’s not about quantity; it’s quality! • Provide clear descriptors • Push students’ performance toward the next level (show what they could do)

  11. Activity:Rubric DOs & DON’Ts – 1 of 2 • Read these two letters written by students from abroad who are writing to introduce themselves to a potential host family. • Discuss these questions to prepare to provide feedback to help these students improve their performance: • What impression does each letter make? • How would you provide feedback to each student to help him or her improve? What counts?

  12. Activity:Rubric DOs & DON’Ts – 2 of 2 • Place the rubric elements (on slips in the envelope at your table) into the following columns to indicate if they should be part of the rubric for the Presentational Writing Assessment

  13. Converting Rubrics to a Grade

  14. Converting Rubrics to a Grade

  15. Converting Rubrics to a Grade Let’s do the math! 4 elements with a 3 – 2 – 1 scale: All 2s = 8/12 = 66.67% or a D

  16. Converting Rubrics to a Grade Instead, begin with a completed product (language sample) at 50% and then add the rubric points as the quality: All 2s = 66% of the other 50% = 33.35 33.35 added to base of 50% = 83.5 or a B

  17. Rubric Idea Swap That was just one example. There are many ways to calculate a rubric score. Share your ideas with each other here and on the wiki!

  18. Part VII ReflectionPlease respond to these statements in your Penzu journal.

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