To design good learning outcomes and assessment criteria, you must be able to answer these 3 questions
✅Who your learner is?
✅What can they do? And how will you measure it?
✅How well can they do?
Assessment should use tools or methods that can confirm that the learners have actually achieved the Learning Outcome. Therefore, the tools commonly used together are called Assessment Criteria or Rubrics.
Rubrics are evaluation criteria that are divided into levels of performance with accompanying level descriptors. The benefits of using Rubrics as a tool for assessing learning outcomes are that it is easy to measure outcomes if the descriptors for each level are clear. Teachers can check the work and score it according to the criteria that have been set. Therefore, designing Rubrics that are clear and concise is important. There are currently two types of Rubrics commonly used: Holistic Rubrics and Analytic Rubrics.
Example: Holistic rubrics of news presentation in English at C1 level
| Level 1 |
Students can choose a presentation topic that is appropriate for their level, with a basic presentation format and correct pronunciation and grammar. |
| Level 2 |
Students can choose a presentation topic that is appropriate for their level, with a creative presentation format that includes additional elements and still maintains correct grammar and pronunciation. |
| Level 3 |
Students can choose a presentation topic that is appropriate for their level, with a unique presentation format that has confident delivery and accurate grammar and pronunciation. |
| Level 4 |
Students can choose a presentation topic that is appropriate for their level, with an advanced presentation format that has clear and confident delivery, and accurate grammar and pronunciation. |
| Level 5 | Students can choose a topic to present according to their level, with a grandiose presentation format, correct pronunciation according to grammar rules, clarity like a native speaker, and confidence in presenting. |
Example: Analytic rubrics of news presentation in English at C1 level
| Item | Poor (1) |
Fair (2) |
Meet expectation (3) | Good (4) |
Excellent (5) |
| Content |
There are words |
There are no misspelled words and no grammar mistakes in English. However, the summary is not on point. | There are no misspelled words and no grammar mistakes in English. The summary is on point. |
There are no misspelled words, and no grammar mistakes. The summary is on point. There is an expression of agreement or disagreement with the content. |
There are no misspelled words and no grammar mistakes. The summary is on point. There is an expression of agreement or disagreement with the content. There are clear examples for comparison. |
| Presentation format | One-way communication. Do not have interaction during the presentation. |
There is little interaction.
|
Storytelling is natural and has interaction throughout the presentation.
|
Storytelling & Discussion create an inclusive atmosphere that allows for broad participation.
|
Storytelling & Discussion create an inclusive atmosphere that allows for broad participation. Incorporating applications as tools in the presentation, with a themed dress code.
|
| Pronunciation | Not clear, ambiguous, and not grammatically correct. | Clear but somewhat stuttered or hesitant. Grammatically correct. | Clear and accurate according to grammar rules. Natural speaking. | Clear and accurate according to grammar rules. Natural speaking with good pauses. | Clear and accurate according to grammar rules. Speaking like a native. |
How can teachers create Holistic rubrics and Analytic rubrics on LEB2 ?
In the Plan feature, teachers can create Holistic rubrics by adding Learning Outcomes they want to assess. Then, they can provide descriptions of the levels of achievement that students can reach for each outcome. The system will have a default Level 3, which is the expected level of achievement for students to attain at a minimum.
From the example of Holistic rubrics for news presentation in English at C1 level above, you can use it and input it into the Plan page as shown below.
And for Analytic rubrics, you can also create them similarly. In this part, it will be called 'Assessment Criteria' on the Assessment Activity page, where both teachers and students can see the same set of information. Creating clear assessment criteria can help students understand and identify areas for immediate improvement and development, without the need for the teacher to explain later why the assignment received a certain score and what the reasons behind it were.
From the example of Analytic rubrics for news presentation in English at C1 level above, you can use it and input it into the Assessment Activity detail page as shown below.
References