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8:2 Portfolio scenarios: Creating rubrics

Scenario 1

Sophie has determined her portfolio purpose: to measure the impact of her French class on students in terms of language and cultural understanding. She sets more specific criteria which support this goal. These criteria are: demonstration of oral proficiency at the ACTFL Novice-high level and a basic understanding of the history of Quebec and its people, especially the current political and social issues connected with the language conflict.

Sophie will adapt the Simulated Oral Proficiency Interview (SOPI) to evaluate students' oral proficiency. To evaluate students' knowledge of the history and people of Quebec, Sophie will design rubrics tailored to each task. For example, to evaluate students' understanding of the current language conflict, students will demonstrate knowledge of the ideas of the two linguistic camps and the key social and political actors. Students will debate the relevant issues. She plans to create rubrics for self-, peer-, and teacher assessment for the debate and the preparatory steps.

Scenario 2

Alex, the Russian teacher, sets the criteria for his writing portfolio: the students will demonstrate control of word order, case endings, verb usage, spelling, vocabulary, clarity, and content. He will also ask the students to set three personal criteria for their learning. Alex and the learners will use analytical rubrics to assess writing. Alex wishes to emphasize peer editing, so he will have the students create and use a peer-assessment form for the drafts of the students' writing. He also wishes to have students set goals for their own discrete point progress and will have students develop rubrics for these personal goals.

Scenario 3

Abby has decided to use assessment portfolios to evaluate their elementary school German curriculum in relation to the National Standards. Abby teaches the first level of German. Her criteria are:
Communicative skills: greet peers and adults; tell and ask about family members, food preferences, and the community.
Cultures: demonstrate knowledge of the ways in which German children celebrate holidays
Connections: demonstrate an understanding of the daily life of a German child of the same age.
Comparisons: compare a German classroom to their own in terms of subjects and daily activities.
Communities: demonstrate knowledge of German immigration to the United States, focusing on the large German community in nearby Cincinnati.

Abby will develop rubrics with her students to evaluate written and oral production and aural and reading comprehension. Student and teacher National Standards checklists will be used for each activity and the student final annotation will focus on the progress toward the Standards. Abby will use the Teacher's Assessment Check: Responsiveness to Standards worksheet at the end of each quarterly marking period.


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