I found an interesting page about rubrics. It explains how useful it is, what is a rubric, how to create a rubric, How to Use Rubrics Effectively...

http://cte.uwaterloo.ca/teaching_resources/tips/rubrics.html


Group acticity: Rubric to asses learning skills

¨To know which level of listening and understanding have our children reached we propose dynamics and funnies activities¨

 After that they have to asses themselves with the rubric that we have created for facilitate the teaching-learning process¨

       ACTIVITY PROPOSAL

PRE-LISTENING ACTIVITIES.

PART ONE

The teacher has a box with different shape, prints, colours,textures clothes and accessories. She/He starts the lesson telling the student a story about what he/she has done this morning and why she/he has dress up like this:

E.g.  “This morning when I woke up at 7:30 I went to the window to see how was the weather like today. I opened the window and I felt cold. So I went to my wardrobe and I decided to took my stripes red scarf, my leather black gloves and my white woolly hat...”

What else can I took? (Interacting time where the children have to say other clothes the teacher could wear)

The teacher goes on telling the story:

...” Later, at 8:00 started to rain and I changed my shoes... Which shoes will you choose? (The teacher shows different kind of shoes and the children has to choose which one they would wear)

And so on. You can play with different weathers to introduce clothing vocabulary.

PART TWO 

The teacher asks for some volunteers to take clothes from the box and to wear it (The teacher pay attention to the high of the volunteers when she/he is choosing.) When the volunteers has chosen the clothes what the rest of the class group have to do is compare the size of the volunteers by describing what they are wearing, they cannot say the name of the student.

EG. “T. The one who is wearing a blue t-shirt is taller than the one who is wearing a red hat.”

WHILE LISTENING ACTIVITY

The teacher gives the children the sheet of paper proposed by the book. What they have to do is listen the description the teacher is saying and fill in the blank with the name of the person she is describing:

E.g.:  “Anna is the smallest girl of her family and she is wearing a long flowers dress, the one behind she who is wearing a spot dress is taller than Pedro who is wearing jacket and trousers...”

Firstly, the students would listen the complete description. Then, they would listen it again with a stop each 2 or 3 sentences. To finalize, they will listen it again with a stop in the middle of the listening. (If it is necessary they would listen again the complete description.)

These stops are useful because they have to link and connect “incomplete” information. For example, 2 or 3 sentences can give them the solution to guess the name of 1 member, for this reason is good to stop  in different moments.

CATERING FOR DIVERSITY

About the adaptation in to different levels of competences, we will give each children a different sheet of paper with different information to complete, the activity will be the same but they have to pay attention to more or less things according to their listening level, to make easier or harder the activity.

* HIGH LEVEL ESTUDENTS: we will give them a sheet of paper including more members (10 for example) in where were twins or cufflinks.

* AVERAGE LEVEL STUDENTS: they would work with the sheet of paper proposed by the book.

* LOW LEVEL STUDENTS: They would have a sheet of paper with just 4 members to complete the information

AFTER LISTENING ACTIVITY

PART ONE: “Looking for the thief.”

The children will be sitting in a big circle and each children will have a card in where is written if they are citizen or they are thieves. She also gives them objects like sunglasses, beards, wigs, moustaches, hat, glasses, rings, caps, neckpieces, belts... to characterize their characters. The children cannot show their cards. What they have to do is to guess who the thief is, listening some clues the teacher is saying 

Eg: T. “The thief hasn´t got blue eyes. The thief has got short hair. The thief isn´t the tallest. The thief has got curly hair...”

The winner will be the student who discovers the thief with least number of clues.

To add more difficulty to the play we can give more than one thief card.

PART TWO

As second part of the activity, each student must describe herself/himself aloud and/or to make a comparison with the next classmate according they will be situated in the class.

RUBRIC

	NOTHING	LITTLE	MUCH
Understand of the instructions of the activity.	The student doesn`t understand what she/he has to do.	The student has difficulties to understand what exactly she/he has to do.	The student understands what exactly he/she has to do.
Make the activity without help.	The student can`t perform the activity independently.	The student has difficulties to perform the activity without help.	The student could perform the activity independently.
I`ve been able to understand what I was hearing.	The student doesn`t understand what he or she is hearing.	The student has difficulties to understand everything what he or she is hearing.	The student understands everything what he or she is hearing.
I`ve learned some new words	The student doesn`t recognize new words so she/he can`t learn new vocabulary.	The student has difficulties to understand and learn new words.	The student recognizes new words and learns it.
I can transfer what I’ve learned to other subjects.	The student can`t transfer his/her new knowledge to other subjects.	The student can transfer his/her new knowledge but with some difficulties.	The student can transfer his/her new knowledge to other subjects with success

CONCLUSION

We think that create a rubric is very useful to make students know how they are going to be asses.  It allows greater autonomy for students and promotes self-assessment.

As teachers is a good resource because organize our way to evaluate an activity and to asses our students.