Rubrics: Effective Tools for

Developing Speaking Skills

Samira Bakr, PhD
ELT Counselor, MoE

Nile TESOL 2013

Samira Bakr

Objectives

By the end of the session, participants will

be able to:
Describe characteristics of a rubric
Distinguish between analytic and holistic
rubrics
Design a rubric
Articulate how rubrics can be useful
Nile TESOL 2013

Samira Bakr

Do you speak English???

Nile TESOL 2013

Samira Bakr

Many language learners regard

speaking ability is the measure of
knowing a language. These learners
define fluency as the ability to
converse with others, much more
than the ability to read, write, or
comprehend oral language.
Nile TESOL 2013

Samira Bakr

Nile TESOL 2013

Samira Bakr

Activity

In group of three

B Talks about his/her hobby.

A & C assess Bs performance

( 5 marks)

Nile TESOL 2013

Samira Bakr

Authentic assessment

It is typically criterion-referenced

measures. That is, a student's

aptitude on a task is determined by
matching the student's performance
against a set of criteria to determine
the degree to which the student's
performance meets the criteria for the
task.
Nile TESOL 2013

Samira Bakr

Types of rubrics
1. Holistic rubrics
Holistic scales or rubrics respond to
language performance as a whole.
Each score on a holistic scale
represents an overall impression; one
integrated score is assigned to a
performance. The emphasis in holistic
scoring is on what a student does well.
Nile TESOL 2013

Samira Bakr

2. Analytic rubrics
Analytic scales are divided into
separate categories representing
different aspects or dimensions of
performance. Each dimension is
scored separately, then dimension
scores are added to determine an
overall score.
Nile TESOL 2013

Samira Bakr

What is a rubric?
A scoring scale used to assess
student performance along a
task-specific set of criteria.
A rubric is comprised of two
components: criteria and
levels of performance
Nile TESOL 2013

Samira Bakr

Scale 1

Scale 2

Scale 3

excellent

good

Dimension

Description

Description

Description

Dimension

Description

Description

Description

poor

The criteria or characteristics of a

task, are listed in the left-hand
column in the rubric
Nile TESOL 2013

Samira Bakr

Descriptors

Descriptors spell out what is

expected of students at each
level of performance for each
criterion
Nile TESOL 2013

Samira Bakr

Why Include Levels of

Performance?
Clearer expectations
it is very useful for the students
know what is expected of them
and teachers know what to look
for in student performance.
Nile TESOL 2013

Samira Bakr

More consistent and objective

assessment

levels of performance permit

the teacher to more consistently

and objectively distinguish
between good and bad
performance, when evaluating
student work
Nile TESOL 2013

Samira Bakr

Better feedback

Identifying specific levels of

student performance allows the

teacher to provide more detailed
feedback to students. The teacher
and the students can more clearly
recognize areas that need
improvement
Nile TESOL 2013

Samira Bakr

What do you assess in

speaking activities?

Nile TESOL 2013

Samira Bakr

Mechanics
pronunciation, grammar, and vocabulary
Using the right words in the right order with the correct
pronunciation

Nile TESOL 2013

Samira Bakr

Functions

Transaction and interaction:

Knowing when clarity of message is

essential (transaction/information
exchange) and when precise
understanding is not required
(interaction/relationship building)
Nile TESOL 2013

Samira Bakr

Social and cultural rules and

norms
Turn-taking, rate of speech, length
of pauses between speakers,
relative roles of participants:
Understanding how to take into
account who is speaking to whom,
in what circumstances, about what,
and for what reason.
Nile TESOL 2013

Samira Bakr

Nile TESOL 2013

Samira Bakr

Samira.bakr@moe.edu.eg

Nile TESOL 2013

Samira Bakr