Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
Feedback Rubrics to Assess Student Learning
Megan Downey
National University
In partial fulfillment of the requirements for
MAT 670−The Theory of Research–Based Best Practice Instruction
Terry Ahrens, M.Ed.
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Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
Abstract
The author discusses the use of feedback rubrics in order to assess student learning. A
grading rubric is created based on student performance on an oral presentation of an
“Important Poem” in regards to a 4th grade social studies and language arts unit. An
explanation of the rubrics categories and grading standards are provided. A summary of
how a feedback rubric helps instructors and students is discussed and supported by
research from Dean, Hubbell, Pitler, and Stone’s Classroom Instruction that Works.
After reading the paper, one should have a greater understanding of how to create a
grading rubric as well as the benefits it provides to students and teacher.
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Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
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4th Grade Grading Rubric - Presentation of CA-VIP “Important Poem”
4
(Excellent)
3
(Good)
2
(Needs
Improvement)
1
(Unacceptable)
0
(No Judgment
Possible)
Presentation Skills:
Introduction of CA-VIP,
Eye Contact, Voice
Projection, Enthusiastic
Expression, and Poise &
Posture
The student was able to
clearly introduce their CAVIP, maintain eye contact
with the audience (look up
at least 3 times), project
voice loudly and clearly, has
a genuinely enthusiastic
expression, and exhibit
confident poise & posture.
The student was able to
clearly introduce their CAVIP, maintain eye contact
with the audience (look up
at least 2 times), project
voice clearly, shows
enthusiasm, and exhibits
good poise & posture.
Visual Aid: Neat,
Colorful, and Picture of
CA-VIP
“Important Poem”
Format, Content, and
Spelling/Grammar
The student produces a
properly formatted visual
aid that is neat, colorful,
and includes a recent
picture of their CA-VIP.
The student was able to
clearly introduce their CAVIP. The student may have
some difficulties with eye
contact, voice projection,
enthusiasm, or confidence.
The student produces a
visual aid and lacks some
of the requirements,
which include being neat,
include color, and a
recent picture of their
CA-VIP.
The student has difficulties
with all elements of the oral
presentation, which include
difficulties with the
introduction of their CAVIP, inability to maintain
eye contact with the
audience, low voice
projection, lack of genuine
enthusiasm, and confidence.
The student is unable to
complete the assignment.
The student does not
produce a visual aid or it
does not meet more then
one of the requirements
of being neat, include
color, and a recent picture
of their CA-VIP.
The poem is formatted
correctly with no spelling
or grammar errors. The
student is able to
accurately identify the
most notable
accomplishment of their
CA-VIP and include
three supporting details.
The poem is formatted
correctly with minor
spelling or grammar
errors. The student is
able to accurately identify
the most notable
accomplishment of their
CA-VIP and include two
supporting details.
The poem is formatted
correctly with some
spelling or grammar
errors. The student is
able to accurately identify
the most notable
accomplishment of their
CA-VIP and include one
supporting detail.
The poem is incorrectly
formatted with significant
spelling and grammar
errors. The student is
unable to accurately
identify the most notable
accomplishment of their
CA-VIP and does not
include supporting
details.
The student is unable to
complete the assignment.
The student produces a
visual aid that is neat,
colorful, and includes a
recent picture of their
CA-VIP.
The student is unable to
complete the assignment.
Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
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Explanation of Categories
The grading rubric was constructed in order to assess students at the end of a 4th
grade social studies and language arts unit about researching a California VIP. The
students will be writing an “Important Poem” that describes their CA-VIPs most notable
accomplishments, create a visual aid displaying the poem, and then presenting in front of
the classroom. The students will be assessed based on their presentation skills, visual aid,
and “Important Poem” content and format. Each category the students will be assessed is
based on the California Content Standards: Speaking Applications (Genres and Their
Characteristics) 2.3 - Deliver oral summaries of articles and books that contain the main
ideas of the event or article and the most significant details.
2.4 - Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues,
using clear diction, tempo, volume, and phrasing (California Department of Education,
2010).
Each category of the rubric is used to assess student’s performance on the oral
presentation. The first category was created to assess student’s oral presentation skills,
which include properly introducing their CA-VIP, maintaining eye contact with the
audience, loud and clear voice projection, enthusiastic expression, and confident poise
and posture. The oral presentation skills are crucial to be assessed in order to develop
student’s public speaking skills. The second category assesses student’s visual aid, which
will be utilized throughout their presentation. The students are to create a visual, which
includes a copy of their poem that is neat, colorful and has a recent picture of their CAVIP. The third category assesses students “Important Poem” format, content, and quality.
Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
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Each category assesses one part of the oral presentation on the student’s CA-VIP
“Important Poem”.
Explanation of the Grading Standards
The grading standards are based on student’s oral presentation of their “Important
Poem”. All of the categories are assessed on a four-point grading scale. A student earns
a 4 (Excellent) if they are able to meet or exceeds all of the requirements of each category
of the oral presentation. A student will earn a 3 (Good) if they are able to meet most of
the requirements of each category and perform well on each task. A student will earn a 2
(Needs Improvement) if they are unable to meet some of the requirements of each
category and need some further assistance and clarification on the expectations of the
assessment. A student will earn a 1 (Unacceptable) if they are unable to meet most of the
requirements of each category of the oral presentation and have completely
misunderstood the expectations of the assessment. A student will get a 0 (No Judgment
Possible) if they fail to complete any part of the oral presentation.
Summary of How Rubrics Will Help Instructor and Learner
The grading rubric provides constructive feedback to the instructor and the
learner. The teacher and student “feedback should address the knowledge that
students are supposed to learn and provide information that helps them know what
needs to be done to improve their performance” (Dean, Hubbell, Pitler, & Stone,
2012, p. 14). As a teacher it is important to be able to recognize how each individual
student is performing. Having a grading rubric that breaks down the assessment
within specific categories allows the teacher to focus on the areas that students are
Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
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lacking in and provide additional challenges for students who are performing above
expectation.
The students are able to benefit from the grading rubric by being aware of
exactly how they performed on each element of the oral presentation. They are able
to see what areas they performed well in and the areas in which they may need to
improve. It is important that “teachers can involve students in the feedback process
by asking them to keep track of their performance as learning occurs during a unit
or course” (Dean, Hubbell, Pitler, & Stone, 2012, p. 16). As students become involved
in the feedback process they are able to continue to make progress towards
achieving the academic learning goals of the lesson and overall unit. The students
are aware of their performance levels on each aspect of the oral presentation and
therefore are able to make improvements in future assessments. The teacher is
aware of the each individual students performance levels and can then structure
future lesson accordingly.
Running head: FEEDBACK RUBRICS TO ASSESS STUDENT LEARNING
References
California Department of Education (2010). California Common Core State Standards:
English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects . Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Dean, C. B.; Hubbell, E. R.; Pitler, H.; & Stone, B. (2012). Classroom instruction that
works: Research-based strategies for increasing student achievement (2nd ed.).
Alexandria, VA: ASCD
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