Group+Contribution+(2)

Week 3 Discussions initial post by Hongyan Li   From this week’s learning materials we have learned there are two ways to design the effective rubrics for classroom performance assessment: holistic rubrics and analytic trait rubrics. “A holistic rubric gives a single score or rating for an entire product or performance based on an overall impression of a student’s work… An analytical trait rubric divides a product to performance into essential traits or dimensions so that they can be judged separately – one analyzes a product or performance for essential traits”. ( Arter, A. & McTighe, J. 2001). McTighe pointed out that holistic rubrics are well suited for: quick snapshot of overall status or achievement; when speed of scoring is more important than knowledge how to precisely describe quality; or simple products or performance. “Analytic rubrics overcome some of the limitations of holistic rubrics.” ( Arter, A. & McTighe, J. 2001). Analytic rubrics are better suited for judging complex performances, or providing more specific information or feedback to students, parents, and teachers about the strengths and weakness of a performance. The advantages by using analytic rubrics are: helping plan instruction and giving detailed feedback to students and parents. Since either type of the rubrics has its own advantages and disadvantages, I think it might be helpful to follow the Pennsylvania English Language Proficiency Standards to implement both rubrics to assess the language proficiency of my ESL students. **  Four Level Holistic Rubrics for English Language Proficiency  ** ** Level 4 – Bridge **: Oral and written in academic and technical English language of varying complexity with minimal errors. Oral and written English language is focused on a topic and supported with details, complete sentences with minimum errors in spelling, grammar, and punctuation. ** Level 3 – Expanding **: Oral and written academic and technical language of varying complexity in context with nominal errors. Oral and written English language show evidence of understanding and attempting to focus on a topic and supported with details. Complete sentences with minimum errors in spelling, grammar, and punctuation. ** Level 2 – Developing **: Familiar oral and written language of expanded sentence length, short paragraphs, and academic language with occasional errors. Oral and written in English language is presented but not developed. Oral and written English show evidences of focusing the details and attempting to organize ideas with limited vocabulary, complicity of sentences structure, and errors in spelling, grammar, and punctuation which cause confusion and/or difficult in understanding. ** Level 1 – Beginning **: Oral and written English show evidence of difficulties in common phrases or short sentences. Errors in Oral and written English cause confusion and/or difficult in understanding. Oral and written in English show evidences of communication with single words or short phrases, limited vocabulary, only simple sentences, errors in spelling, grammar, and punctuation impede meaning. **  Four Traits Analytic Rubrics for English Language Proficiency   ** ** Domain **   ||  **  Level 1  ** ** Beginning **   ||  **  Level 2  ** ** Developing **   ||  **  Level 3  ** ** Expanding **   ||  **  Level 4  ** ** Bridging **   ||  · Match information from oral descriptions to objects, illustrations  · When people speak slowly can understand phrases vocabulary  · Can catch the main point in short, clear, simple sentences  ||  · Locate, select, order information from oral descriptions  · Categorize or sequence oral information using pictures, objects  · Can understand the main points of clear standard speech delivered at relatively slow rate  · Can understand speech and/or lectures if the topic is reasonably familiar ||  · Can compare and contrast functions, relationships from oral information, and analyze and apply oral information  · Can understand extended speech even when it is not well structured  · Can understand television programs and films without too much effort ||  · Draw conclusions from oral information, construct models based on oral discourse, make connections from oral discourse  · Understanding standard spoken English language, such as live radio or TV broadcasting delivered at normal native speed ||  · Select language patterns associated with facts  · Understand simple words and simple sentences written in English language  · Can read short, simple texts, and find specific predictable information such as advertisements, timetables ||  · Can identify main ideas from short text, and use context clues to determine meaning of words <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can understand the description of events, feelings and wishes in personal letters. <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can read and understand articles and reports concerning current events <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can understand main points of the writers and particular attitudes or viewpoints towards the topics || <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can interpret information or     Data, Find details that support main ideas <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can understand long and complex factual and literary texts, appreciating distinctions of style, specialized articles and longer technical. || <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Draw conclusions from explicit and implicit text <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Can read with ease virtually all forms of the written English language, including abstract, structurally or linguistically complex texts (e.g. technical manuals, and literary works) || <span style="margin: 0in 0in 0pt 6.25pt; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -6pt;"> · Can verbally interact with others in single words or simple sentences <span style="margin: 0in 0in 0pt 6.25pt; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -6pt;"> · Can repeat or rephrase things at a slower, ask and answer simple questions on familiar topics. <span style="margin: 0in 0in 0pt 6.25pt; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -6pt;"> · Can use a series of simple phrases and sentences to describe in simple terms on familiar topics and activities. || <span style="margin: 0in 0in 0pt 6.5pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can describe processes, procedures, and retell stories or events <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can un-preparedly enter into conversation on topics that are familiar (e.g. family, hobbies, work, travel and current events) <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can narrate a story, make regular interaction with native speakers, and actively participate in discussion on familiar contexts and/or subjects || <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can discuss stories, issues, concepts, give speeches, oral reports, offer solutions verbally <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can express ideas and opinions fluently and spontaneously <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-list: l0 level1 lfo3; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can use language flexibly and effectively for social and professional purposes <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can present clear, detailed descriptions of complex subjects || <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Comfortably engage in debates, explain phenomena, give examples, and justify responses <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Can effortlessly take part in any conversation with native English speakers <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Have a good familiarity with idiomatic expressions and colloquialisms <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Can present a clear description or argument with well structured logics and sentences || <span style="margin: 0in 0in 0pt 5.75pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -5.75pt;"> · Label objects, pictures, diagrams <span style="margin: 0in 0in 0pt 5.75pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -5.75pt;"> · Can write short and simple sentences, fill in forms with personal details in English language (e.g. name, nationality) <span style="margin: 0in 0in 0pt 5.75pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -5.75pt;"> · Can write short and simple notes, messages, or letter with limited vacolbery  || <span style="margin: 0in 0in 0pt 6.5pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can write simple expository or narrative texts <span style="margin: 0in 0in 0pt 6.5pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Compare and contrast information, describe events, people, processes, procedures in written format <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can write clear and detailed essay, reports, information, reasoning <span style="margin: 0in 0in 0pt 6.5pt; mso-list: l2 level1 lfo1; tab-stops: list 6.5pt; text-indent: -6.5pt;"> · Can write about complex subjects and style in a letter, an essay or a report, underlining what I consider to be the salient issues || <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can create original ideas, detailed responses, summarize information, edit and revise in   clear written format <span style="margin: 0in -11.5pt 0pt 6.6pt; mso-list: l2 level1 lfo1; tab-stops: list 6.6pt; text-indent: -6pt;"> · Can write well structured, well style, complex and detailed text at some length || <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Can use well structured and detailed written format to    formulate information, react to multiple genres and discourses <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Can write clear, smooth text in    an appropriate style <span style="margin: 0in -11.8pt 0pt 6.75pt; mso-list: l2 level1 lfo1; tab-stops: list 6.75pt; text-indent: -6.75pt;"> · Can write complex personal or business letters, reviews reports or articles with effective logical structure ||  In summary, neither holistic rubric nor analytic trait rubric is perfect. Ideally, we should try to implement both in our instructional plan. From construct the rubrics I have found out it is fairly difficult to specify the rubrics for assessing the students at the higher levels. It is also very difficult to include everything in the rubrics. The holistic way is too general. But the analytic is still not detailed enough. However, this project certainly inspires me to think about how I should judge my students. It offers me a completely new way to look at my instructional plans, and changes my view when I look at my students.
 * ** Language  **
 * ** Listening **   || <span style="margin: 0in 0in 0pt 6.25pt; mso-layout-grid-align: none; mso-list: l2 level1 lfo1; tab-stops: list 6.25pt; text-indent: -6pt;"> · Sort pictures, objects according to oral instructions
 * ** Reading **   || <span style="margin: 0in 0in 0pt 6.25pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -6pt;"> · Locate and classify information, identify facts and explicitly stated messages
 * ** Speaking **   || <span style="margin: 0in 0in 0pt 6.25pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -6pt;"> · Can ask questions, describe pictures, events, objects, people
 * ** Writing  **  || <span style="margin: 0in 0in 0pt 5.75pt; mso-layout-grid-align: none; mso-list: l1 level1 lfo2; tab-stops: list 6.25pt; text-indent: -5.75pt;"> · Make lists, phrases, short sentences, notes