THE RUBRIC IN THE LEARNING PROCESS

Which elements does the RUBRIC introduced in the learning process?

This is an instrument for pupils’ formative assessment. 

It is an outstanding support to a teaching quality process: Because what is it not measured cannot be managed, and what is not measured is devaluated. A rubric is an assessment instrument that clearly indicates marking criteria (the criteria will vary depending on the skill involved, to whom is addressed, teacher’s expectations,...). This tool will allow teachers to rethink the practice, move many inertias, and innovate to find alternatives. 

Within the framework of Sociocultural Theory of situated learning, the rubric develops: 

- Student`s processes of reflection

- Teacher’s role as a mediator of the feedback

- Integration of the trinomial: Assessment-Learning-Teaching.

Its main features are: open (teacher-pupils); modifiable (design, content, values,…); orienting (process-achievement); objective (criteria, values, agreed,…), fair; centered at each stage

How does it help the students/pupils? The rubric is very useful for pupils, because it provides quality information with which to assess the strengths and weaknesses of their learning. The learner is clearly placed at the centre of the learning process. Learner self-reflection is an integral part of this resource.

Why is it good for the teacher? It provides a highly effective and accessible feedback focused on student work or course, facilitating the daily records of what students are learning.

Can you think of advantages and disadvantages?

Advantages of rubrics

• Rubrics can be adapted and created for any content area/Subject.

• Pupils have explicit guidelines regarding teacher expectations. Forces the teacher to clarify criteria in detail.

• Useful feedback.

• Students can use rubrics as a tool to develop their abilities, giving them more control of their own learning process. According to recent research, the construction of the rubric agreed with the students brings many positive effects.

Disadvantages of rubrics

• Flagging a maximum level of achievement, it could limit creativity. So, there may be a level of boldness and risk that might be outside the range of the rubric. Therefore, so that student’s initiative is not restricted, the rubric should have some lack.If the criteria of the rubric is too complex, pupils may feel overwhelmed with the assignment.

• Development of rubrics could be time-consuming and complex for teachers.

We designed a rubric for 6TH GRADE OF PRIMARY.

A Storytelling skills Rubric				Points
Basic story structure	The story has a structure (Introduction, major conflict/turning point and resolution/ending). The story is organized. The listener has no difficulty understanding the sequence.	The structure of the story is mixed up and at random (or haphazar). The listener must make some assumptions about the sequence.	The story is so disorganized you cannot understand most of it. Does not know the story well, important details are forgotten.	25
Speaking and Oral Interaction	Notions:  It is shown a descriptive vocabulary about people physical appearance and abilities.  Functions: The student is able to: -Describe people (characters) physical appearance, their routines and hobbies. -Express of what someone has (possession) -Tell simple oral stories.	Notions:  The student is able to use a basic vocabulary about physical appearance and abilities in a rudimentary/simple way. Functions: The student is able to:  -Describe people physical appearance, their routines and hobbies in a rudimentary way. -Tell simple oral stories with difficulties.	Notions: The student’s vocabulary is awkward or inappropriate for the topic, making the listener difficult to understand. Functions: The student is not able to: -Describe people, their routines, hobbies .	25
Creativity	Very original presentation; captures the audience’s attention.	Brings the story to life.	Repetitive. Gets stuck in trying to memorize.	20
Body language and gesture	Eye contact, interaction and physical gestures demonstrate the student’s energy and interest, guiding the listener through the story.  The student uses non-verbal communication to clarify the meanings/story.	Eye contact, interaction and physical gestures are natural and fluid. Shows emotions.	Little eye contact with the audience. Gestures are missing or awkward.  The storyteller depends heavily on the written notes. Looks nervous.	10
Voice Mechanics	The student delivers the message in a confident, poised, enthusiastic fashion.  The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The students exhibits very few disfluencies as: uhm, you know,ahm…	The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are sometimes unclear. The student exhibit many disfluencies as: uhm, ahm, you know,… The listener has difficulties understanding the words in the story.	The volume is so low and the rate is so fast that you cannot understand. The pronunciation and enunciation are very unclear. The student exhibit many disfluencies as: uhm, ahm, you know,… The listener has difficulties understanding the words in the story. The student appears uninterested.	10
Timing	Within 2-4 minutes of allotted time	Within 6-9 minutes of allotted time	Too long or too short (10 minutes)	10