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iRubric: Effectiveness of a reading exercise design rubric

iRubric: Effectiveness of a reading exercise design rubric

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Effectiveness of a reading exercise design 
Unit / Project Self-Assessment
Student self-assessment is “the process by which the student gathers information about and reflects on his or her own learning … [it] is the student’s own assessment of personal progress in knowledge, skills, processes, or attitudes. Self-assessment leads a student to a greater awareness and understanding of himself or herself as a learner” (Ministry of Education, 2002, p. 3).
Rubric Code: BXAC388
By IvanCardenas
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: 9-12, Graduate

Powered by iRubric Effectiveness of a reading exercise
This rubric intends to help you assess a reading activity design considering the theory learned so far throughout the CLIL diploma course.
  Needs Improvement (0 - 29%)

1 pts

Initial (30 - 49%)

2 pts

Emerging (50 - 79%)

3 pts

Developed (80 - 90%)

4 pts

Highly dveloped (91% - 100%)

5 pts

Content/Language aims

Needs Improvement (0 - 29%)

Content and language aims are not stated
Initial (30 - 49%)

Content and language aims are stated but they do not have any relation with the activities presented or the outcome.
Emerging (50 - 79%)

Content and language aims are stated although they are somehow difficult to read and have very little relation with the reading activity.
Developed (80 - 90%)

Content and language aims are stated and partially include the elements required to state clear aims. The do have a connection with the proposed activity .
Highly dveloped (91% - 100%)

Content and language aims are clearly stated including the performance, condition and criteria. There is a clear realtion with activities and outcome.
Questions/activities

Needs Improvement (0 - 29%)

Activities/questions are not at all aligned with the aims and outcome. Moreover, there are no activities/questions present in the design.
Initial (30 - 49%)

Activities/questions are slightly aligned with the aims and outcome. Moreover, there is only one type of activities/questions present in the design and they are mainly LOTS.
Emerging (50 - 79%)

Activities/questions are somewhat aligned with the aims and outcome. Moreover, there is a couple of types of activities/questions present in the design and just a few of them aim at HOTS.
Developed (80 - 90%)

Activities/questions are clearly aligned with the aims and outcome. There are just a few types of activities/questions present in the design, although they aim at HOTS mostly.
Highly dveloped (91% - 100%)

Activities/questions are clearly aligned with the aims and outcome. Moreover, there are different types of activities/questions present in the design and they smootlhy take Ss from LOTS to HOTS.
Knowledge of Reading theory

Designed based on the parameters given and the contents learned.
Needs Improvement (0 - 29%)

There are no moments nor levels of reading and the reading is not appealing to students.
Initial (30 - 49%)

Does not have a very clear understading of the reading theory and his/her design of the activity makes it harder for students to read effectively.
Emerging (50 - 79%)

Is somewhat familiar with the subject and has a few ideas of ways to help students read effectively.
Developed (80 - 90%)

Considers some of the moments of reading to design the exercise, and lexical levels are not reflected purposely, however they help students read more effectively.
Highly dveloped (91% - 100%)

Cosiders all the three moments of reading (Pre, While, Post) and takes into account the three levels of reading (Lexical, inferential and critical) engaging students with an appealing reading design.
Comments

Needs Improvement (0 - 29%)
Initial (30 - 49%)
Emerging (50 - 79%)
Developed (80 - 90%)
Highly dveloped (91% - 100%)



Keywords:
  • CLIL, assessment, reading



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