{"id":1264,"date":"2016-11-04T22:01:39","date_gmt":"2016-11-05T02:01:39","guid":{"rendered":"https:\/\/madameshepard.com\/?p=1264"},"modified":"2018-07-02T09:23:02","modified_gmt":"2018-07-02T13:23:02","slug":"using-rubrics-to-assess-interpretive-reading","status":"publish","type":"post","link":"https:\/\/madameshepard.com\/?p=1264","title":{"rendered":"Using Rubrics to Assess Interpretive Reading"},"content":{"rendered":"

\"rubric\"<\/a>Last night\u2019s #langchat was hopping! \u00a0One of the most lively discussions had to do with the topic of using rubrics to assess students\u2019 communication in the interpretive mode. \u00a0So, at the request of @MmeBlouwolff, I\u2019m sharing a few thoughts about how I use rubrics to assess reading in my classes.<\/span><\/p>\n

Like many of my colleagues, I did not understand how I could use a rubric to assess reading comprehension when I first began using IPA\u2019s. \u00a0It was not until I saw the <\/span>ACTFL Interpretive template<\/span><\/a>, that I realized I didn\u2019t have to assess comprehension with discrete point measures. \u00a0After adopting the question types suggested by this guide, the switch to a more holistic grading system made perfect sense. A student\u2019s comprehension is not adequately assessed by the number of questions they answered correctly, any more than their presentational writing can be evaluated by counting spelling errors. Furthermore, our current understanding of the interpretive mode of communication does not limit us to evaluating our students\u2019 literal comprehension of a text. \u00a0Instead, we are encouraged to assess inferential strategies such as guessing meaning from context, making inferences, identifying the author\u2019s perspective and making cultural connections. \u00a0Using a rubric to measure student growth on these skills allows me to show my students what they can do, as well as how they can improve their interpretive strategies.<\/span><\/p>\n

Here\u2019s a look at a sample of <\/span>student work <\/span><\/a>and how I used a <\/span>rubric<\/span><\/a> to assess both the student\u2019s literal and interpretive comprehension. Please note that although I relied heavily on ACTFL\u2019s <\/span>Interpretive IPA Rubric<\/span><\/a>, I changed the format to make it more similar to the Ohio proficiency rubrics that I use for the <\/span>interpersonal<\/span><\/a> and <\/span>presentational<\/span><\/a> modes. \u00a0In addition, I modified some of the wording to reflect my own practices and added a numerical score to each column.<\/span><\/p>\n

As the completed rubric shows, I ask my students to assess themselves by circling the box which best reflects their own understanding of their performance on each section. \u00a0In addition to providing an opportunity for self-assessment, this step ensures that the students have a clear understanding of the expectations for the assessment and encourages goal-setting for future performances. This process also provides me with important information about the students\u2019 metacognition. In this case, the student seemed to feel very confident about his\/her responses to the Guessing Meaning from Context section, in spite of the fact that he only guessed one word correctly. <\/span><\/p>\n

After collecting the assessments and student-marked rubrics, it\u2019s my turn to assess the students. \u00a0The use of a rubric streamlines this process considerably, as I can quickly ascertain where each student\u2019s performance falls without the laborious task of tallying each error. \u00a0I simply check the appropriate box on the rubric, and then project a key when I return the papers so that each student receives specific feedback on the correct responses for each item. \u00a0<\/span><\/p>\n

When it comes to determining a score on the assessment, as a general rule I assign the score for which the student has met all, or nearly all of the descriptors. I do consider, however, how the class does as a whole when assigning numerical grades. \u00a0I am frequently unrealistic in my expectations for the Guessing Meaning from Context, for example, and as a result I do not weigh this category very heavily when assigning a final score. \u00a0In the case of this student\u2019s work, I assigned a grade of 9.5\/10 as s\/he met many of the descriptors for Accomplished and demonstrated greater comprehension than the majority of his\/her classmates. <\/span><\/p>\n

While the use of rubrics for interpretive communication might not work for everyone, I have found that holistic grading provides better opportunities for self-assessment, encourages students by providing feedback on what they can do and saves me time on grading. \u00a0<\/span><\/p>\n

As always, I look forward to your feedback, questions and suggestions!<\/span><\/p>\n

Image credit:\u00a0https:\/\/commons.wikimedia.org\/wiki\/File:Rubric.jpg<\/p>\n","protected":false},"excerpt":{"rendered":"

Last night\u2019s #langchat was hopping! \u00a0One of the most lively discussions had to do with the topic of using rubrics to assess students\u2019 communication in the interpretive mode. \u00a0So, at the request of @MmeBlouwolff, I\u2019m sharing a few thoughts about how I use rubrics to assess reading in my classes. Like many of my colleagues, […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_wp_convertkit_post_meta":{"form":"-1","landing_page":"0","tag":"0","restrict_content":"0"},"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":true,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3,23],"tags":[],"class_list":["post-1264","post","type-post","status-publish","format-standard","hentry","category-assessment","category-integrated-performance-assessments-ipas"],"yoast_head":"\nUsing Rubrics to Assess Interpretive Reading - Madame's Musings<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/madameshepard.com\/?p=1264\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Using Rubrics to Assess Interpretive Reading - Madame's Musings\" \/>\n<meta property=\"og:description\" content=\"Last night\u2019s #langchat was hopping! \u00a0One of the most lively discussions had to do with the topic of using rubrics to assess students\u2019 communication in the interpretive mode. \u00a0So, at the request of @MmeBlouwolff, I\u2019m sharing a few thoughts about how I use rubrics to assess reading in my classes. 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