Assessing Productive Skills (Speaking and Writing) using Rubrics
A rubric is a scoring guide that can be used to measure learner success on a task. In LINC classes, rubrics or feedback forms are commonly used to measure success in the productive skills, speaking and writing. There are many ready-made, CLB aligned rubrics available on Tutela and Avenue. The guidelines below can help you to select from ready-made rubrics, adapt them to suit the task learners are performing, or to create your own rubric.
Rubrics for productive tasks should include the elements below. You should ensure all of these elements align with the CLBs and are written in learner-friendly and level-appropriate language. Learners should always be able to understand the criteria for success in any task. Refer to the image below this list of elements for an example of each element.
- A description of the task: One or two sentences describing the real-world task the learner is to complete. There should also be a CLB level, skill and competency area for the task.
- Holistic criteria: A sentence that describes overall success in the task from the learner’s perspective. The task should be a level-appropriate real-world task; it should align with the Profile of Ability, Features of Communication and Indicators of Ability from the CLBs for the level.
- Analytic criteria: A list of the vocabulary, grammar, textual and functional language, strategies and socio-linguistic knowledge needed for the task. As a general rule, 4-6 criteria is an appropriate number of indicators.
- A scale of success: Offers clear indications of the learner’s success in meeting the criteria. For example: possible scales may be: yes, somewhat, no; achieved, not yet. A rubric can also include a numerical score based on the criteria. No matter what scale you choose, you should review the vocabulary and the scale with the learners prior to using it.
- Overall indication of success: The indication of overall success tells the learner if they were successful in completing the real-world task or if they need more practice.
- Feedback: Feedback on a rubric should be action-oriented, based on the established task criteria and documented for the learner’s portfolio or e-portfolio. It allows the learner to identify what they did well and what they need to work on as they continue to develop their skills.
The learner’s performance of the task is assessed by the instructor based on the rubric. Once the rubric is completed, the instructor may debrief the task with the learner individually and/or with the whole class. Sometimes, the instructor may also add a learner self-reflection to the task, to allow learners to share their thoughts on their learning and completion of the task. The learner will file the completed rubric in their portfolio/ e-portfolio to document task completion.
How to use a rubric with learners:
- Before the task, go over the criteria to inform learners about expectations of their performance and clarify anything if needed (task procedure, timing, length, etc. as outlined in the task description). This should be an ongoing conversation as you practice skill-building activities in your classroom. These activities practice that language elements that end up as criteria on a rubric and learners should know why they are doing the activities.
- During the task, learners can monitor whether they meet all the listed criteria.
- After the task, have learners reflect on the task and share their impressions.
You can also connect the rubric to a self-assessment tool when possible.
EAL Literacy Learners
You can use rubrics with EAL literacy learners as long as they are appropriate to their language and EAL literacy levels, but remember that using a rubric requires a number of EAL literacy skills and learning strategies that EAL literacy learners may still be developing. This means that they will need to learn how to read a rubric. Rubrics for EAL literacy learners should be very simple, and the rubric should contain all the same features as other reading materials for EAL literacy learners, including larger font and increased white space. Make sure you review your rubric and feedback orally with learners and try to use the same format for all rubrics.
Helpful Hint
You would benefit from familiarity with previous sections under the “Assessment” Essential Component.
Useful Resources and References
Related Essential Components
External Resources
- On Avenue, instructors can upload their own rubrics, customize online rubrics or upload rubrics by CLB level from the Rubic Repository section, as outlined in the video, Avenue Assignments 101: Set Up and Rubrics
- Avenue Course Builder
- CLB Support Kit
- CLB: ESL for ALL Support Kit
CLB Calibration and Action-Oriented Feedback: Writing CLB 2-4 and CLB Calibration and Action-Oriented Feedback: Writing CLB 4-6 from the CCLB Professional Learning Sessions provides information about and samples of action-oriented feedback in PBLA. - Developing Speaking, Listening, Reading and Writing Skills in a Community-Based LINC Program
- Developing Speaking Skills in a Community-based Program
- Engaging Learners in PBLA: Tip Sheets and Resources for Assessment CLB 5‐8
- Ottawa-Carleton District School Board’s (OCDSB) Real World Task Bank
- PBLA Portfolios – Key Elements: Required Components of the PBLA Portfolio
