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¶ … Modification
The rubric assessment I utilized came from Schrock (2014) -- her website which contains many different rubrics for a number of disciplines. I chose a writing assessment rubric that I could use with 4th grade students, focusing on writing with a topic sentence, using modifiers and having supporting sentences that flesh out the topic.
The reasons I made modifications to the rubric were based on the specific utility that I wanted to implement: here, I wanted to focus on writing a topic sentence with supporting sentences and modifiers instead of an entire research paper. I liked the way this rubric was set-up, however, and I was particularly drawn to it being a self-assessment rubric because I think it is important for students to see for themselves how they are going to be assessed in the future. If they are assessing themselves by the same type of rubric as the teacher will be using, they can have a better sense of what they need to do in order to succeed.
The level of language proficiency I was wanting to achieve for this rubric was a 4th grade level and the type of rubric was self-assessment for writing with the purpose being for students to assess...
The rubric did include visuals and graphics that could help give the students support. The visuals showed that a topic sentence is followed by detailed, supporting sentences. They showed how a sentence is diagrammed so that they can think about the parts of speech and how modifiers are used correctly. And they showed that a topic sentence is supported by evidence and examples.
The criteria was worded in a way so that the students could understand it without too much difficulty, but I would go over it with them anyway just to make sure that they understand the criteria. As far as provisions for a student's native language, the rubric was entirely in English and did not make any provision for the student's native language. This was the main deficiency of the rubric and in the future…
References
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
Schrock, K. (2014). Assessment and Rubrics. Retrieved from http://www.schrockguide.net/assessment-and-rubrics.html
Sireci, S., Faulkner-Bond, M. (2015). Promoting validity in the assessment of English learners. Review of Research in Education, 39(1): 215-252.
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