Oral Presentation Rubrics

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					Oral Presentation Rubrics
               Standards-based
  Assessment of and for Learning
Purpose and Outcomes

This presentation is intended to:
  Provide a brief overview of analytic trait rubrics.
  Explain the foundational basis for the CUSD
   Analytic Rubrics. (Standards led the way!)
  Provide a step-by-step guide for how to use the
   Oral Presentation Rubric for:
     Instruction
     Formative assessment (while teaching)
     Summative assessment (at the end of the teaching
      cycle)
Purpose and Outcomes
Outcomes:
  All elementary teachers will be able to utilize
   the Oral Presentation Rubrics:
     As a planning tool.
     With students.
     With parents.
In preparation for navigating this
 presentation, please print a copy of your
 grade level’s Oral Presentation Rubric and
 have it in front of you.
CUSD Analytic Rubrics
All CUSD Analytic Rubrics:
 Are firmly based on the California State Content
  Standards.
 Use the language of the discipline to describe the
  dimensions of quality at each level of
  achievement.
 Should be used for both:
  Guiding students as they seek to reach higher levels of
   quality as a result of their efforts (formative assessment).
  Evaluating the level of quality reached (summative
   assessment).
What is an “analytic” rubric?
 An analytic rubric divides a product or
  performance into essential traits or dimensions
  so that they can be judged separately – one
  then analyzes a product or performance for
  essential traits. A separate score is provided for
  each trait.
 It therefore provides more specific, formative
  feedback to students, parents, and teachers
  about strengths and weaknesses of a
  performance.
The Format of an Analytic Rubric:

    Analytic Trait Rubric
               1     2      3   4
    Trait 1 
    Trait 2                    
    Trait 3
    Trait 4                 
    Trait 5
                            
CUSD Analytic Rubrics:

Provide a “blueprint” for
 instruction during the
 planning phase, as well as a
 roadmap while teaching.
Should be made public to
 students and parents prior
 to teaching, assigning, or
 assessing student work.
CUSD Analytic Rubrics:

Have been built on a 4-point scale:
  1 = Does Not Meet the Standard
  2 = Approaches the Standard
  3 = Meets the Standard
  4 = Excels at the Standard
Oral Presentation Rubrics


    Please be sure to have a copy of your
    grade level’s Oral Presentation Rubric in
    front of you as you go through the
    remaining slides.
Oral Presentation Rubrics
Based on the Listening and Speaking
 Strategies and Speaking Applications
 components of the California
 English/Language Arts Content Standards.
As with other CUSD analytic rubrics, the
 Content Standards were used to
 determine:
  The criteria for each level.
  The specific vocabulary used.
Oral Presentation Rubrics

Criteria to be taught and assessed are
 listed in the far left-hand column.
Descriptions are provided for performance
 at the various levels of proficiency:
  1: Does Not Meet the Standard
  2: Approaches the Standard
  3: Meets the Standard
  4: Excels at the Standard
              Level
Criteria
    Listening
  Comprehension


                      Please locate the criteria to
     Speaking:
    Presentation      be taught and assessed –
                      both formatively and
    Speaking:
    Narrative –       summatively – for Oral
     Content
    Speaking:
                      Presentations. These are
   Narrative –
   Organization       on the far left side of the
    Speaking:
                      rubric.
   Descriptive –
     Content
    Speaking:
                      (The Speaking criteria will vary
   Descriptive –
   Organization
                      slightly by grade level.)
Listening Comprehension
                                                       Level

 On the rubric, note that
                                         Criteria
                                              Listening
  Listening Comprehension is                Comprehension

  the first criteria.                          Speaking:

 The score for this criteria                 Presentation


  denotes how students listen                 Speaking:
  and respond when others are                 Narrative –
                                               Content
  speaking.                                   Speaking:
                                             Narrative –
 This criteria will:                        Organization

  Guide instruction.                         Speaking:
  Assist you in assessing students in       Descriptive –
                                               Content
   this area.                                 Speaking:
                                             Descriptive –
                                             Organization
              Listening Comprehension
           Level                    1                                            2                                                  3                                                       4
Criteria                Does Not Meet the Standard                     Approaches the Standard                             Meets the Standard                                    Excels at the Standard                        Scores
               Does not ask questions or asks           May ask questions that show little thought.         Asks thoughtful questions.                       Asks thoughtful questions that make connections to other
  Listening     inappropriate questions.                 Partially retells, paraphrases, or explains what    Accurately retells, paraphrases, and explains     relevant knowledge or experiences.
Comprehension  Does not retell, paraphrase, or explain has been said by the speaker.                          what has been said by the speaker.               Accurately retells, paraphrases, and explains what has
                what has been said by the speaker.       Connections to prior experiences, insights, and     Connects and relates prior experiences,           been said by the speaker.
               Does not make connections to prior        ideas to those of the speaker are limited and/or     insights, and ideas to those of the speaker.     Connects and relates prior experiences, insights, and ideas
                experiences, insights, or ideas of the    may not be well-expressed.                                                                             to those of the speaker; draws conclusions and/or makes a
                speaker.                                                                                                                                         personal connection.




           Remember, the “3” column
           describes what students
           should know and be able to
           do when they are meeting                                                                                                 Please take a moment
           the standard.                                                                                                            to read through the
                                                                                                                                    indicators for the “3 –
                                                                                                                                    Meets the Standard” for
                                                                                                                                    Listening
                                                                                                                                    Comprehension.
Assessing Listening Comprehension

Because students won’t verbally respond
 to every oral presentation given, you will
 want to assess this skill over time.
Keeping the criteria for Listening
 Comprehension on a clipboard with a
 class list would be one way to capture
 student performance as they ask
 questions, relate prior experiences, etc.
Speaking: Presentation
              Level
Criteria
    Listening          The second criteria listed on
  Comprehension
                        the left side of the rubric is
     Speaking:
    Presentation        Speaking: Presentation.
    Speaking:          This criteria will be scored
    Narrative –
     Content            each time a student gives an
    Speaking:
   Narrative –
                        oral presentation.
   Organization
                       Take a moment to read
    Speaking:
   Descriptive –
                        through the indicators for
     Content
                        Speaking: Presentation.
    Speaking:
   Descriptive –
   Organization
          Speaking: Presentation
           As the students give an oral presentation,
            highlight or circle the bulleted descriptors as
            they relate to the student’s performance. (You may
                  want to tape record the presentation to assist in this process.)

f the following      Meaning is not enhanced by the use of the          Meaning is enhanced by the appropriate use       Meaning is greatly enhanced by the ap
ning: volume,         following: appropriate volume, pitch, phrasing,     of the following: volume, pitch, phrasing,        all of the following: volume, pitch, phr
modulation.           or modulation.                                      and modulation.                                   modulation.
contact; poor        May maintain some appropriate eye contact          Appropriate eye contact and posture are          Uses appropriate eye contact, posture,
                      and posture.                                        maintained.                                       purposefully engage all listeners.
wer questions or     Responds to questions with limited elaboration.    Responds to questions with appropriate           Consistently responds to questions with
ly.                  If props are required, either does not refer to     elaboration.                                      elaboration.
d, does not have      props or the props distract from the               If props are required, uses appropriate props    If props are required, appropriately use
                      presentation.                                       to clarify and enhance presentation.              to clarify and enhance presentation.
Speaking Applications
              Level
Criteria                             The next two sections on
    Listening
  Comprehension
                                      the rubric (delineated by
                                      the gray bars) represent
     Speaking:
    Presentation                      required grade-level
     Speaking:
                                      speaking applications.
     Narrative –
      Content         3rd grade      These speaking
     Speaking:        speaking        applications are aligned
    Narrative –       application
    Organization                      to the writing
     Speaking:
                                      applications, and are
    Descriptive –
      Content
                      3rd grade       reflected on the
     Speaking:
                      speaking        standards-based report
                      application
    Descriptive –
    Organization
                                      card.
Speaking Applications

Note: At some grade levels, some
 speaking applications (such as poetry
 reading, oral summaries of articles, etc.)
 have been de-emphasized, and are not
 represented on the rubric.
Take a moment to read through the
 “Meets the Standards” column for your
 own grade level’s speaking applications.
                                                Level

Speaking Applications         Criteria

                                      Listening
                                    Comprehension


Each speaking                            Speaking:
                                         Presentation

 application has two
                                         Speaking:
 criteria: (Please click to              Narrative –
                                          Content
  see these highlighted.)             Speaking:

  Content                           Narrative –
                                     Organization


  Organization                       Speaking:
                                     Descriptive –
                                       Content

                                      Speaking:
                                     Descriptive –
                                     Organization
Speaking Applications
 Focus on the speaking            Criteria
                                                 Level


  application aligned with the          Listening
                                      Comprehension
  writing application you are
                                         Speaking:
  teaching at that time.                Presentation

 Score only the two rows of             Speaking:
                                         Narrative –
  criteria for the speaking               Content
                                         Speaking:
  application being assessed.           Narrative –
                                        Organization
  For example, Narrative
                                         Speaking:
   Content and Narrative                Descriptive –
                                          Content
   Organization would be scored
                                         Speaking:
   for a Narrative Presentation.        Descriptive –
                                        Organization
Scoring Example: 3rd Grade Narrative
                  Level
Criteria

        Listening          Thus, for a 3rd Grade
      Comprehension
                            Narrative presentation,
            Speaking:
           Presentation     you would score these
           Speaking:
                            criteria.
           Narrative –
            Content

        Speaking:
       Narrative –
       Organization

        Speaking:
       Descriptive –
         Content

        Speaking:
       Descriptive –
       Organization
Scoring Example: 3rd Grade Descriptive
                  Level
Criteria

        Listening          Conversely, for a 3rd
      Comprehension
                            Grade Descriptive
            Speaking:
           Presentation     presentation, you would
           Speaking:
                            score these criteria.
           Narrative –
            Content

        Speaking:
       Narrative –
       Organization

        Speaking:
       Descriptive –
         Content

        Speaking:
       Descriptive –
       Organization
Scoring

  Remember, the “3” on the Oral Presentation
   Rubrics represents meeting the California State
   standards in the particular type of presentation.
  When assessing summatively, if a student’s
   performance in a specific criteria indicates
   incomplete attainment of the standard, then he
   should receive the score represented by the
   lower description of performance.
Summative Assessment
 For example, consider this 3rd grader’s
  performance on the on the criteria for
  Speaking: Narrative Content:
                    2                                               3
         Approaching the Standard                          Meets the Standard
Few ideas, observations, or recollections      Ideas, observations, or recollections are
are used to describe an event or experience     used to describe a memorable event or
that may or may not be memorable.               experience.
Provides limited insight into why the          Provides insight into why the selected
incident is memorable.                          incident is memorable.
Missing one story element.                     Includes all story elements.
Details and/or facts are present, but do not   Details and facts are well-chosen to
develop character, setting, and/or plot.        develop character, setting, and plot.
    But the presentation is
    missing insight into why the                       Some of the criteria
    incident is memorable, and is                      for a “3” have been
    missing a story element.                           met.


                     2                                                  3
          Approaching the Standard                             Meets the Standard
Few ideas, observations, or recollections are    Ideas, observations, or recollections are
used to describe an event or experience that      used to describe a memorable event or
may or may not be memorable.                      experience.
Provides limited insight into why the incident   Provides insight into why the selected
is memorable.                                     incident is memorable.
Missing one story element.                       Includes all story elements.
Details and/or facts are present, but do not     Details and facts are well-chosen to
develop character, setting, and/or plot.          develop character, setting, and plot.




  Therefore, the score for this criteria for this presentation
  would be a “2”, Approaching the Standard.
                   Third Grade Oral Presentation
       3                                                       4

                                                                                                               The “Final Score” (found
ets the Standard                                    Excels at the Standard                       Scores
  questions.                      Asks thoughtful questions that make connections to other
 ls, paraphrases, and explains     relevant knowledge or experiences.
 aid by the speaker.
elates prior experiences,
                                  Accurately retells, paraphrases, and explains what has
                                   been said by the speaker.
                                                                                                  2             in the lower right-hand
eas to those of the speaker.      Connects and relates prior experiences, insights, and ideas
                                   to those of the speaker; draws conclusions and/or makes a
                                   personal connection.
                                                                                                                corner of the rubric) is a
anced by the appropriate use of  Meaning is greatly enhanced by the appropriate use of all                     determined by adding the
 olume, pitch, phrasing, and       of the following: volume, pitch, phrasing, and
                                   modulation.
                                  Uses appropriate eye contact, posture, and gestures to
                                                                                                                scores for:
e contact and posture are
                                                                                                  3
estions with appropriate
                                   purposefully engage all listeners.
                                  Consistently responds to questions with appropriate
                                                                                                                  Listening Comprehension
ance presentation.
                                   elaboration.
uired, uses appropriate props to  If props are required, appropriately uses engaging props
                                   to clarify and enhance presentation.
                                                                                                                  Speaking Presentation
ons, or recollections are used
emorable event or experience.
                                  Engaging and precise ideas, observations, or recollections
                                   are used to describe a memorable event or experience.
                                                                                                                  One Speaking Application
t into why the selected incident  Provides extraordinary insight into why the selected                            (e.g. Narrative)
 y elements.
                                   incident is memorable.
                                  Includes all story elements.                                   2                represented by two
s are well-chosen to develop      Clear and interesting details and facts are well-chosen to
 g, and plot.                      develop character, setting, and plot.                                           scores:
 beginning, middle, and end.
a logical sequence of events.
                                  Beginning and middle are clear, and the ending is
                                   satisfying.
                                                                                                                     Content
e grouped, and a consistent
ned throughout the
                                  Moves through a logical sequence of events using
                                   transitions.
                                                                                                  3                  Organization
                                  Related ideas are grouped, and a consistent focus is
f specific vocabulary to
ropriate tone.
                                   maintained throughout the presentation.
                                  Uses a broad variety of specific vocabulary to establish an
                                                                                                               Divide by 4 for the final
le, places, things, or
                                   appropriate tone.
                                  Description of people, places, things, or experiences is
                                                                                                                score. (In this case, the
 rete sensory details that set
                                   well-developed, and allows the listener to paint a picture
                                   in his/her own mind.                                                         student is not quite
rt unified impressions of
things, or experiences.
                                  Uses four or more concrete sensory details that set forth
                                   and support unified impressions of people, places, things,
                                   or experiences.
                                                                                                                meeting the standards.)
zed in a logical manner.          Ideas are organized in a clear and logical manner that
e grouped, and a consistent        allows the presentation to have a natural flow.
ned throughout the piece to       Related ideas are grouped, and a consistent focus is
l idea.                            maintained throughout the piece to support a central idea.
f specific vocabulary to          Uses a broad variety of specific vocabulary to establish an
ropriate tone.                     appropriate tone.
                                 Final Score for Narrative or Descriptive Presentation           10/4 = 2.5
Grading
Best practice in grading calls for:
  Allowing students multiple opportunities to
   prove to you that they have met the standard.
  Using only assessments toward the end of a
   teaching/learning period to determine the final
   level of proficiency.
  Omitting early attempts at mastery in the final
   grade or score.
  Providing opportunities for practice that are not
   “counted” toward the final grade or score.
Remember that CUSD Analytic Rubrics:

 Are based on California Content Standards.
 Use the vocabulary from the standards.
 Guide instruction.
 Provide specific formative feedback for students
  as they work toward meeting grade-level
  standards.
 Provide summative assessment criteria by which
  students are evaluated.

				
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