f4 lim rubric-referenced oral production assessment

7/31/2019 F4 Lim Rubric-Referenced Oral Production Assessment

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Rubric-Referenced Oral

Production Assessments

Perceptions on the Use and Actual Use of Rubrics in Oral

Production Assessments of High

School Students of St. Scholasticas College, Manila

Presented by:

Jonna Marie A. Lim


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Background of the Study

Critical Role of Assessment in Instruction

Effective assessmentsare indivisible from

instruction(Black & William, 1998)


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Assessments as mereevaluation of learning?


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Diagnose students needs

Inform T of Ss progress

Establish Ss level of accomplishment

Serve as a gauge of effectiveness ofinstruction


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Performance Assessments facilitatingtransfer of learning

Performance Assessmentsare ways in which the teacher observes and

makes a judgment about the students

demonstration of a skill or competency increating a product, constructing a response,

or making a presentation(McMillan, 2007, p. 229).


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Uses of Rubrics

Understand teachers expectations

Promotes self-assessment/ reflection

Lowers anxietySupports consistent and objective grading

Provides sound justification

Allows T to plan instructionCommunicates clearly Ss performance to

parents


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Role of Rubrics in Enhancing & SupportingLearning

Instructional value ofrubrics in writing? In oral

production?


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Research Aim

Explore the perceptions of students

on the uses of rubricsand present the actual use of

students of these rubrics in theiroral production assessments


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RESEARCH QUESTIONS

1. What are the perceptions of students on theuses of rubrics?

2. How do the participants use rubrics in:

understanding teachers expectations;

planning for the assessment;

process of delivering the speech;

reflecting on the oral production performance; grading; and in

dealing with speech anxiety?


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RESEARCH QUESTIONS

3. How do students use rubrics inoral production assessments?

4. What are the limitations of therubric based on studentsperceptions?

5. What are students suggestionson how to make rubric moreuseful for their learning?


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METHOD

Research Design & Method

St. Scholasticas College, Manila

High School Unit

Participants

Qualitative/ Focus Group Discussion


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METHOD

Participants

Ten (10) 4th Year High School Students


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Students Perceived

Uses of Rubrics


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SUMMARY of FINDINGS

Ss recognized the value and use of rubrics in

understanding teachers expectations,

justifying the grades, and in reflecting

on the oral production performance

For me, rubrics are like guides for both the

student and the teacher. For the students, so theyknow what they should do and for the teachers,

they know what they look for in the performance of

the student. (Student # 6)


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SUMMARY of FINDINGS

Rubrics are not used by students in planning

for their oral prod. assessments

Actually no, the lessons do. Its more of what we learned in

class rather than the rubric, which helps us plan for our

debate. Because usually, when we plan for our debate, we

just assign roles, right?, and then do the arguments, and

then, you do this, you do that. We dont really look at the

rubric coz if you look at the rubric, youd be too scared and

too anxious to actually execute what we have planned.

(Student # 9)


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SUMMARY of FINDINGS

Rubrics are also not used during the

delivery of the speech

Kasi feeling ko kaya hindi helpful din sa 4th

year kasidiba debate, mas aalalahanin mo yung arguments

mo kesa yung sa rubric. (Student #10)

I feel that rubrics are not that helpful for year 4 becausewe have debates you will not really think of the rubric

because you will be too pre-occupied with your arguments

to remember it.


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SUMMARY of FINDINGS

Rubrics aiding teachers in evaluating

performance

Rubrics as a subjective measureRubrics triggering anxiety


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Actual Use of Rubrics


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SUMMARY of FINDINGS

Very little attentionis given to rubrics before, during, and after

oral production performances

All Ss considered rubrics as an effective

tool in evaluating learning


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SUMMARY of FINDINGSUnderstanding Ts Expectations

Rubrics are not really used in understanding

Ts expectations (triggers anxiety)

Lengthy descriptors discourage students

from reading the rubric

Issues on Clarity & General

Comprehensibility of rubric descriptors

(mastery of skills, involvement in rubric

creation, provision of models)


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SUMMARY of FINDINGSReflecting on the Performance

Reflection takes place after they have

received the grade; to be utilized in the

succeeding oral performances

Personal comments were deemed necessary


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SUMMARY of FINDINGSJustifying the Grade

Students issue on the score range

Lack of general understanding of the

descriptors


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Planning for the assessment

Process of delivering the speech

Improving overall performance

Underutilized Elements


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Rubrics acting as straitjackets

Perceived Limitation


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Include personal comments

Use short and concise

descriptors

Use a specific score for each

performance level

Involve Ss in rubric creation

Students Suggestions


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Make Ss understand the value

and uses of rubrics as

instructional and grading tools

Provide models of strong &

weak oral productionperformances

Implications


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Use the rubric in multiple oral

production assessments

Encourage Ss to engage in a

reflection of their performance

Implications


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That in all things, God

may be glorified!

f4 lim rubric-referenced oral production assessment

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