Reading comprehension assessment rubric for elementary students

Learning Tasks

Small Group - Feedback Assessment

Respects others

Student reads quietly and stays in one place in the reading area.

Student reads quietly. S/he moves around once or twice but does not distract others.

Student makes 1-2 comments or noises when reading, but stays in one place in reading area.

Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.

Stays on task

Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned.

Student reads almost all (80% or more) of the period.

Student reads some (50% or more) of the time.

Student wastes a lot of reading time.

Chooses Appropriate Books

Student chooses a book, which s/he has not read before, which is at or above grade level, or has been previous approved by the teacher.

Student chooses a book, which s/he has never read before and which is slightly below his/her reading level.

Student chooses a book s/he has read once before that is close to his/her reading level and was approved by the teacher.

Student chooses a book that s/he has read many times before or which is more than one grade below student's reading level.

Focus on story/article

Student is lost in the story. There is no looking around or flipping through the pages.

Student seems to be enjoying and moving through the story, but takes some short breaks.

Student seems to be reading the story, but does not seem to be very interested. Takes a few short breaks.

Pretends to read the story. Mostly looks around or fiddles with things.

Tries to understand

Stops reading when it does not make sense and reads parts again. Looks up words s/he does not know.

Stops reading when it does not make sense and tries to use strategies to get through the tricky spots or to figure out new words.

Stops reading when it does not make sense and asks for assistance.

Gives up entirely OR plows on without trying to understand the story.

Understands story elements

Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately, when and where the story happened.

Student knows the names and descriptions of the important characters and where the story takes place.

Student knows the names OR descriptions of the important characters in the story.

Student has trouble naming and describing the characters in the story.

Thinks about the story/article

Student accurately describes what has happened in the story and tries to predict, "what will happen next."

Student accurately describes what has happened in the story.

Student accurately describes most of what happened in the story.

Student has difficulty re-telling the story.

Work Ethic

Student always uses classroom project time well. Conversations are primarily focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.

Student usually uses classroom project time well. Most conversations are focused on the project and things needed to get the work done and are held in a manner that typically does not disrupt others.

Student usually uses classroom project time well, but occasionally distracts others from their work.

Student does not use classroom project time well OR typically is disruptive to the work of others.

Learning of Material

The student has an exceptional understanding of the material included in the assignment and where to find additional information. Can easily answer questions about the content and procedures used to complete the assignment.

The student has a good understanding of the material included in the assignments. Can easily answer questions about the content and procedures used to complete the assignment.

The student has a fair understanding of the material included in the assignment. Can easily answer most questions about the content and procedures used to complete the assignment.

Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to complete the assignment.

Comments

Gave original, relevant feedback on peers writing assignments. Offered both original opinions on the topic and constructive criticism. Added to the discussion.

Gave original feedback on peers' assignments. Offered either opinions on the writing or constructive criticism. Added at least some to the discussion.

Feedback on peers' assignments was often irrelevant. Offered both opinions and criticism. Gave little relevant addition to discussion.

Gave no feedback or feedback was inappropriate / irrelevant. Writing was difficult to read due to many mistakes. Offered no opinions or constructive criticism. Did not add to the discussion.

Feedback Using the Small and Large Group Rubrics:

The rubrics will allow the teacher to give both positive and negative feedback in a way that will not be damaging to the self-esteem of the students; which previous research has shown is important in feedback. Not only will the students have the ability to discuss the results of their rubric within the group they will also be able to discuss it with the teacher as well. This will allow students to defend their actions regarding the assignments and find out in more detail why he or she was given a specific score. The teacher will meet with each student before and after each 45-minute session in order to assess where he or she is at before the research begins, as well as progress throughout the research. There will also be a discussion board available to all participants that will allow for questions regarding the research and assignments assigned; there will also be an area for students to discuss the feelings that they have regarding the whole testing process. There will be a contract signed by each student regarding the content of the research to insure that they know the rules and regulations associated with the research i.e. no help from others outside of assignments given for "group" work.

There will also be a stipulation in the contract that if at any time a student becomes uncomfortable with the research on an assignment he or she has the right to withdraw, any withdrawals will be dealt with in the results section of this research. Lastly, at the conclusion of the assessments each student will be given a feedback sheet to assess the teacher throughout the whole process. The teacher will have the ability to discuss the feedback that he or she has received with the class as a whole; this will serve the purpose of showing the class as a whole that the teacher can also take positive and negative feedback, and wants to know what can be done better. Reaffirming that feedback allows one to know what he or she needs to work on, as well as those strong aspects that may not call for additional attention.