Rubric

This post is from a few weeks ago but we had the wrong link, now corrected. It’s a request from Jonathan in VA:

Ben –

Been away for a while.  Wondering if the folks here on the PLC could throw me some feedback on my Daily Interpersonal Communicative Engagement rubric.

Shareable Link here: 

https://docs.google.com/drawings/d/1s1K329evaOijCKxA6m8rl8qMZNtXzHFDDFcy5HfVTkM/edit?usp=sharing

A few notes:  

1)  I know that I have begged, borrowed and stolen from a ton of great minds in regards to this (Jen of jGR, Ben’s ideas and others). However, I have not credited anyone.  Please forgive me.  I can’t remember which pieces are mine (very likely none) and which are inspired (or verbatim) from others.  
2)  How I have this set up right now in my classes:

*  I evaluate students on the main 4 things on this chart listed in the YELLOW bubbles.  

*  I do a ALL of these ALL the TIME (= A) ; Most of these Most the time (= B) and so on

*  Since , to some, those statements might seem abstract, I delineate some examples of how they can demonstrate those 4 yellow bubble statements in the blue and green bubbles.

*  Students are evaluated daily, and their ‘average” of all days gets entered into one Weekly “DICE” grade

* I periodically have students evaluate themselves on a Google Forms (some seem to hit right on where I’d put them, a few grade themselves harsher, and even a couple seem to put themselves higher than where they should be…)

3)  Specific ?’s for y’all:

*  Is 50% of their class grade too much / too little?

*  Do you think that it is clear enough for students to know how they can achieve the grade that they want?  (ie.  do I need to provide even further breakdowns of specifics like “I rarely need to be reminded to track the conversation”)*  Am  I missing some obvious elements?

Other thoughts?

I definitely see this as a HUGE part of our day to day, and so I want to make it as clear and meaningful as possible.  Always trying to shift that ownership to students as well.

Thanks everyone!

— Jonathan

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14 thoughts on “Rubric”

  1. I couldn’t open your link, but I have also borrowed my rubric from all you have mentioned. I recently revamped it using the language of Tina’s from ANATTY to be the following (with different formatting on the page since I can’t seem to copy and paste a table into this comment section)

    A) Listens with the intent to understand:

    I track the flow of the conversation with my eyes

    I show my understanding in my facial expressions and body language

    I ask for clarification using the designated signal

    I keep my hands and lap clear

    4 – Almost 100% of the time and without needing to be reminded
    3- Most of the time; I may need a reminder but I get right back into the conversation
    2- Sometimes; I need additional reminders to get get back into the conversation
    1 – Rarely; I do not demonstrate effort to engage in the conversation

    B) Supports the flow of language:

    I answer the teacher’s whole class directed questions

    I exert self-control to NOT
    *talk over someone else
    *use English unless given permission
    *have a side conversation
    *make any distracting noises or movements

    I display positive peer-leadership when my classmates do not exert self-control

    4- Almost 100% of the time and without needing to be reminded
    3 – Most of the time; I may need a reminder but I make the necessary change immediately
    2 – Sometimes; I do not always answer questions and/or my actions disrupt the flow of the conversation
    1 – Rarely; my actions slow down or prevent the flow of the conversation

    To be honest, I don’t have a regimented system for entering grades but I tell the students it is daily and then I really drive it home on days we are doing hard core listening/co-creating like OWI days or storytelling days. I have them reflect in their notebooks from time to time and I hand out laminated copies they can keep by their chairs on days I want to be sure they are aware of how they are graded. I usually have 4-5 grades in the gradebook from this rubric per marking period because more than that the low scores aren’t meaningful enough for students to want to change their behavior. I’ve become more comfortable grading holistically and justifying grades to admin and parents, and therefore I’ve become less stressed about a specific system for inputting grades. This year I have really been pushing the positive peer leadership section and that has been a HUGE improvement in the class culture. Students have really gotten behind ignoring bad behavior or subtly correcting disruptive students and I am so glad I added that piece to my rubric this year.

  2. Carly is this new rubric as simple as it seems? I can’t tell until I can see the real formatting. If it is, then I really want to explore it some more. With the PPL (positive peer leadership) piece, rubrics enter a possible new dimension because I don’t know of any rubrics that address that piece directly. AND you are having results. That’s neat. One thing about this group, every five years or so we come up with some new rubric or something that everybody starts using.

    1. It truly is neat! It is thanks to Tina, I took all the language from the rubric she presents in ANATTY, she mentions positive peer leadership and I ran with it.

      I also assigned a secret Positive Peer Leader job a few months ago to a popular but good student who I knew could help set the tone for others in the class. I told them that they have explicit permission from me to shush other students a bit louder than they might have otherwise, to give dirty looks and get annoyed at disruptive students in an obvious way . I told them the job is secret from the class though so the class didn’t know they were doing it on my behalf. Then a few sessions later students who I hadn’t pulled aside started following their lead. It’s pretty fun to watch them monitor one another’s behavior

  3. I just might have to add this “be a positive peer-leader” to my ICS list. Thanks, Carly!

    Jonathan, I’d encourage you to bump that 50% up to 65% or more for their interpersonal communication skills. I have mine in Gradebook as 70% Interpersonal, 25% Interpretive, and 5% Presentational. But since my Interpretive grades have ended up capturing, almost exclusively, their participation in whole group reading exercises, like on days when we read a story using all the reading options, I find then that 95% of their grade capture their input receptiveness rather than any kind of output or conscious thinking or writing tasks. Those output, writing, conscious thinking, partner pair, or small group game tasks I see as brain breaks.

  4. I like this Sean. I agree with the heavy evaluation of the receptive skills. Listening and reading are all they can do for like – two or three years. Unless the research is wrong.

  5. I really like this rubric. I think it is practical and really evaluates how students stay engaged during lessons! I follow up all of my CI lessons with a partner interactive activity- so that I assure that students get a chance to use the structures we learn either creatively or in an “authentic application” activity. Most of these exchanges are oral- but sometimes they are in writing as well. I want to assure that students get as much “voice time” as possible- and not just in a story asking format. (Which is a safe and equitable format that builds their confidence and abilities in using the structures creatively and/or authentically.) So, for me, there needs to be a piece that specifically addresses the student share potion that follows whole class portion. Does this make sense?

    I really like the idea of the positive peer leader! I have never tried anything like that- but I think that is a great and creative idea for maintaining engagement and setting a good example. It also allows for some very valuable self-assessment!

  6. I totally agree, johnna, that partner-pair exercises are great to sprinkle into the class period. I have 100 minute long classes. Breaks are essential. Believe me, I push as much CI as I can into the class period. Sometimes we can go a whole hour without any formal breaks. Sometimes the breaks are a passionate exchange among students, in English (L1), about some topic that was brought up in class. There are times when I give them space to talk it out. Often times, these discussion tangents are better than any other kind of brain break.

    Then there are times when I realize that I’ve been talking to them a lot and they’re losing energy. That’s when a 2 minute Turn and Talk activity comes in real nice.

    I am reluctant to give any kind of grade to these partner-pair sessions, though. Many students just aren’t ready to talk and others don’t feel comfortable showing vulnerability to their peers. I see partner pairs, or other speaking activities as a way for students to step out of the rigorous CI instruction, get some perspective, rest the brain, and come back refreshed. It’s all about coming back refreshed to get more CI. It’s like being at a dance hall. After numerous songs of swinging, tapping, sliding, and shaking, your feet need a rest. 5 minutes to sit down and get a glass of water. Then you get up and find another dance partner. The footworking is analogous to what our students’ brains are doing during CI.

    Oh, and I see most writing activities the same way as I see partner-pair work: they’re brain breaks. And lovely brain breaks they are. I’m finding value in asking students to rank statements (on a scale of personal interest, most action, or most memorable).

    At the beginning of the year I led brain breaks myself, requiring lots of talking on my part. I’ve learned to stop doing that. The brain breaks that also give me a chance to rest my mouth are the best ones for me right now.

  7. Greetings! This is great! I’m trying to make sense of how people use these rubrics. My question is with the 1-4 system for Listen with Intent and Support flow of conversation. So do the students give themselves 2 grades for the day, 1-4 for LwI and 1-4 for Support flow? Thanks!

  8. Of course it depends on which rubric you are using but the one developed here ten years ago was on a scale of 1-5 and you rate them according to the rubric. What you refer to above is connected to a particular rubric, I believe the one in ANATTY. I wouldn’t give two grades, just one based on what it says in whatever rubric I was using. I know that’s a bit obtuse but so is grading and the history on the development of these rubrics is long. For starters, search jGR here.

  9. Thanks, Ben. I decided to go with the Interpersonal Communication Rubric (1-4 scale; the first that comes up searching “jGR”). Since there are two categories, both with grading options 1-4, I was wondering if the students were graded on both of those daily; thus, making the total max points “8”/wk. I made a sheet with every day of the week for them to self-assess daily, very similar to Mike’s “Weekly Participation Chart” posted on this blog. The only difference is I added the ICR on the same sheet to remind students what I expect each time they filled it out. I gave them 2 slots atop the days of the week, one for the LwI part and another for the Support the flow part. Since both parts, according to the rubric, have grade designations, that is where I was confused because all the entries I read on here had points’ systems for 1-5, 1-4, or 1-10, not 1-8, which is what my question was. This kind of stuff is not my forte at all if that wasn’t obvious by now. Hopefully, that makes sense.

  10. My advice is to simplify everything. What you are doing sounds complicated. Rather, after each class, enter a 4 or 5 (whatever the highest grade is) in the “autofill” column and then go down the list of students and leave the 4 in there if they are fine (most are fine if you are using WBYT) and if a kid is at a 2, all you have to do is change that kid’s grade.

    Do it for the first two weeks, that brings up dealing with parents on the weak kids, they change bc they see you are serious on grading them according to the standard and not what they can memorize and by September you have a trained class w no problems.

    Yes, you need to go in on every kid every day and enter a jGR grade or whatever rubric you are using. Do it now so you don’t have to do it all year.

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