Student Rubric for Literature, State of Indiana

Introduction
In order to analyze the type of work done by students, teachers and students alike have resorted to the use of rubrics. They act as very powerful tools for both teaching and assessment. The rubrics therefore are very much used as tools of conveying the teacher’s expectation and at the same time show the student how to meet the expectations. By providing students with the rubrics for the assignment they were to do, the teacher expects that the student will gauge the intensity of work that is expected of him/her to achieve the specific scores that accompany the different attributes (Dannelle, 2004). When a student gets low marks for instance, it would be obvious to him/her and the teacher that she/he knew what he/she was doing in the first place!
The state of Indiana objective which I am going to work with is “To ensure that students read and respond to grade-level-appropriate historically and culturally significant works of literature with different levels of complexity with the aim of being able to differentiate different types of fiction and their characteristics” (Catherine, 1995). From this objective, I will therefore expect the students to show their understanding through both oral and written presentation on four main issues namely; Summarize a piece of literature, Differentiate between classic and contemporary literature, analyze different forms of fiction and to provide the different types of fictions in the literature.
RUBRIC FOR ASSESSING THE ORAL PRESENTATION
CRITERIA QUALITY
Exceeded expectations Met expectations Below expectations Possible Score

10
Summarize a piece of literature The learner presents a brief, yet comprehensive summary of the major plot, clearly highlighting the key thematic concerns The learner presents a brief, coherent summary of the text’s plot, highlighting some of the key thematic concerns The learner presents a summary of the text, without focusing on the main plot or identifying the key the thematic concerns.
Differentiate classic and contemporary literature. Clearly identifies the major elements of classic and contemporary literature, and is able to state the main distinguishing features Identifies the elements of classic and contemporary literature, and some of their distinguishing features. Identifies only some of the major elements of classic and contemporary literature. 5
Analyze different forms of fiction Identifies and gives an in-depth analysis of the different forms of fiction. Identifies and analyses some of the various forms of fiction Identifies only some of the different forms of fiction, with little or shallow analysis 15
Provide examples of fiction from the literature. States several examples of fiction texts, and identifies the genres in which they belong States some examples of fiction texts with their genre classification States only a few examples of fiction texts, without clearly identifying their genres 5
Ability to catch attention Learner demonstrates ability to capture and maintain audience attention, with a display of good oratory and narration skills.
Captures listeners’ attention, and fairly maintains their interest during the presentation. Fails to capture audience attention throughout the presentation 5
Ability to answer questions Responds to questions accurately and coherently, with a demonstration of high competence in the subject area
Correctly answers questions, with significant demonstration of competence in the subject area. Fails to answer questions correctly, and exhibits lack of clear understanding of the subject area. 5
Content level Shows mastery of relevant content in the subject area through a comprehensive, accurate and coherent analysis of all forms of fiction.
Demonstrates significant understanding of enough content in the subject area. The learner clearly and in detail analyses some of the various forms of fiction Shows little or shallow mastery of content, by failing to give a detailed account of the various forms of literature. 5
TOTAL SCORE
50

In the rubrics for assessing the oral presentation, the first table seeks to ascertain how best the students achieved the set goals from the objective in terms of expectations the teacher had in them at individual level. The second one measured the same goals but in terms of content level, ability to answer questions and catching the attention of the listeners. The totals are then summed up in the column shown.
RUBRIC FOR ASSESSING THE WRITTEN REPORT.
CRITERIA QUALITY
Exceeded expectations Met expectations Below expectations Possible Score
Summarize a piece of literature Writes a coherent and comprehensive summary of the text reading, with a clear description of the major plot, highlighting most of the thematic concerns Writes a comprehensive and clear summary of the plot, identifying some of the key themes in the text readings. Describes the main plot, with little or no focus on the major thematic concerns. 10
Differentiate classic and contemporary literature. Clearly identifies the major elements of classic and contemporary literature, and is able to state the main distinguishing features Identifies the elements of classic and contemporary literature, and some of their distinguishing features. Identifies only some of the major elements of classic and contemporary literature. 5
Analyze different forms of fiction Identifies and gives an in-depth description and analysis of the different forms of fiction. Identifies and analyses some of the major forms of fiction Identifies only some of the different forms of fiction, with little or shallow analysis 15

Grammar and mechanics The assignment is free of any grammatical errors, with correct sentence structure and coherent paragraph transition. The assignment has two to three grammatical errors, with significant coherence in paragraph transition Contains several grammatical errors, poor sentence structure and lack of coherence in paragraph transition 5
Inclusion of required contents Contains all the necessary information, with clear description and in-depth analysis of the key elements Assignment contains significant relevant information, clearly and accurately presented. Fails to present all the relevant subject content, with poor presentation of information. 10
Accuracy of content The information presented is accurate and specific to requirements. It comprehensively and convincingly addresses the specific questions, with clear demonstration of deep understanding Provided information is relevant to the question, and answers the question satisfactorily. The information is irrelevant to the topic, and the question is not backed with convincing evidence. 10
TOTAL SCORE 50

In the rubrics for assessing the written report, the first table still looks at the four goals in terms of expectations. The second table looks at the same goals but in terms of grammar, accuracy of report, length of report and the ability to include the required materials.
Conclusion
Rubrics are therefore very useful tools since they help the students to be more thoughtful judges of their different styles of doing work. It helps teachers to reduce the amount of time that they spend in evaluating student’s work. The ‘Accordion” nature of rubrics enables teachers to use them in heterogeneous classes (Judith, 2000). Finally, rubrics are effective tools of assessment which are very easy to use and interpret. By using a properly designed rubric therefore makes the process of analyzing the presentations, both oral and written of students very easy and effective since the guidelines are in place.

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