Using Rubrics

To Measure Student Content Assimilation in Language Classes

Class Participation and Con... by Jonathan Acuña

The Role of Rubrics in Measuring Content Assimilation

Rubrics provide a transparent way for both students and teachers to track progress. As noted by BetterEvaluation (n.d.), “a rubric is a framework that sets out criteria and standards for different levels of performance and describes what performance would look like at each level.” By breaking down areas of assessment—such as understanding of content, critical thinking, application of knowledge, interaction with others, and consistency of participation—rubrics ensure that students are accountable not only for passive listening but also for active engagement and practical application. In a language class, this is particularly important, as students need to practice linguistic structures in real-life scenarios to fully assimilate them.

Additionally, as highlighted by the Center for Teaching Innovation (n.d.), rubrics can help students “understand expectations and components of an assignment.” With this clarity, students gain a better understanding of the importance of their participation in class. Moreover, rubrics enable learners to “become more aware of their learning process and progress” (Center for Teaching Innovation, n.d.).

By using the proposed rubric for ongoing assessment attached to this essay, teachers can pinpoint each student's strengths and areas for improvement, thereby guiding their development more effectively. The rubric also ensures consistency in evaluation, allowing for a fair assessment of all students while providing them with clear guidelines on how to succeed in class activities.

Case Study: Lewis Assimilating the Past Perfect Tense

Scenario (Acuña-Solano, 2023)

Lewis, a 21-year-old university student, is learning the past perfect tense in his English language class. During a recent lesson, the class discussed how the past perfect is used to describe actions completed before another past action (e.g., I had finished my homework before I watched TV). Lewis, however, struggles to stay focused in class, often getting distracted by his smartphone. Despite this, he participates occasionally when prompted by the teacher and seems to grasp the basic form of the past perfect tense.

In a class discussion, the teacher asked students to describe a sequence of events from their weekend using the past perfect tense. Lewis said, “I had... I had went to the mall before I met my friends.” His error (“I had went” instead of “I had gone”) reveals some misunderstanding of the structure, but the sequence of events in his sentence showed that he had absorbed the overall concept.

Analysis of Lewis's Case Using the Rubric

· Understanding of Content (2): Lewis demonstrates a partial understanding of the past perfect tense. He can use it to describe a sequence of events, but his verb form is incorrect (“had went” instead of “had gone”). This shows he still needs practice with irregular verb forms in this tense.

· Critical Thinking (2): Lewis’s use of the past perfect in class discussions is limited. He tends to stick to basic sentences and does not explore more complex uses of the tense or ask questions to clarify his understanding. He is in the B1 plateau.

· Application of Knowledge (3): While his sentence structure is not perfect, Lewis attempts to apply the past perfect tense in his speaking. His willingness to try demonstrates an effort to apply the material, but the execution is flawed.

· Interaction & Collaboration (2): Lewis participates when prompted by the teacher but rarely builds on classmates’ ideas or engages in deeper discussion. His phone distractions prevent him from being fully engaged in collaborative activities.

· Consistency of Participation (2): Lewis participates inconsistently, often needing encouragement to join discussions. His frequent distractions from his phone hinder his ability to fully engage in the learning process.

Lewis’s case highlights how rubrics can help identify specific areas of need. In this case, his grasp of content is developing but needs reinforcement, particularly with irregular verb forms. His phone distractions also hinder his overall participation and critical thinking during class.

The following two case studies are for you, my reader, to try to use the rubric and analyze Milena and Bryan’s performance. Here you have all the details:

Practice Case Study: Milena’s Content Assimilation in a Language Class

Scenario (Acuña-Solano, Milena's Content Assimilation in a Language Class, 2023)

Milena is an attentive and engaged student who is working on mastering the future perfect tense. During a recent class activity, she was asked to explain her future plans using this tense (e.g., By next year, I will have completed my degree). Milena successfully used the structure in a few sentences but hesitated when it came to more complex ideas. She frequently asked the teacher for clarification before using the tense in new contexts. Unlike Lewis, Milena is highly engaged and often asks thoughtful questions, showing her desire to fully understand the material.

Key Insights for Assessing Milena’s Case Using the Rubric

· Pay attention to Milena’s critical thinking skills and how often she applies content without needing confirmation from the teacher.

· Consider her consistency of participation and how regularly she contributes to class discussions.

· Look at her ability to apply knowledge—does she use the future perfect tense beyond the most basic contexts?

Nine-Item Reading Comprehension Exercise Based on Milena’s Case

1.    What tense is Milena learning in class?

2.    How does Milena’s engagement differ from Lewis’s?

3.    What is one strength that Milena demonstrates in class?

4.    Why does Milena hesitate when using the future perfect tense?

5.    What type of questions does Milena ask during class?

6.    What tense did Lewis have trouble with?

7.    What behavior of Lewis impacts his participation in class?

8.    How does Milena apply the future perfect tense in her sentences?

9.    What can the teacher focus on to improve Milena’s confidence in using the future perfect tense?

 

Practice Case Study: Bryan's Struggle with Reported Speech

Scenario (Acuña-Solano, Bryan's Struggle with Reported Speech, 2023)

Bryan is a 19-year-old college student attending an intermediate English class. Recently, his class has been focusing on transforming direct speech into reported speech, particularly when dealing with present and past tense statements and questions. Bryan tends to understand the concept during guided practice but faces difficulties when applying it independently.

During a recent group activity, the teacher asked students to convert a series of direct statements and questions into reported speech. The original statement was, “I am studying for my exams,” and the question was, “Did you finish your assignment?”

· Bryan’s response: She said that she is studying for her exams (instead of She said that she was studying for her exams).

· For the question, Bryan reported it as: He asked if you finished your assignment (instead of He asked if I had finished my assignment).

His answers indicate that he struggles to adjust verb tenses correctly, especially when switching from present to past and vice versa. While Bryan is active in class discussions and willing to participate, he frequently misses the tense shifts required for accurate reported speech. Additionally, Bryan tends to rush through exercises, often making mistakes due to a lack of attention to detail.

Key Observations on Bryan’s Content Assimilation

· Understanding of Content: Bryan has a basic grasp of reported speech but consistently fails to transform present tense to past tense when required.

· Critical Thinking: He struggles with analyzing the structure of sentences deeply, often defaulting to direct speech patterns.

· Application of Knowledge: Bryan can identify the reported speech structure but fails to adjust verb tenses accurately. His rushed approach suggests a need for more focused practice.

· Interaction & Collaboration: While Bryan is an eager participant, his errors often go unnoticed by his peers, which limits opportunities for corrective feedback.

· Consistency of Participation: Bryan regularly engages in activities but needs more guidance to correct his frequent tense errors.

Bryan’s scenario highlights how specific content assimilation challenges can be identified using a rubric. His difficulties with tense transformation in reported speech suggest a need for targeted practice and possibly a slowed pace to enhance accuracy.

Nine-Item Reading Comprehension Exercise Based on Bryan’s Case

1. What grammatical structure is Bryan struggling with in class?

2. What specific mistake does Bryan make when transforming present tense statements into reported speech?

3. How does Bryan typically handle past tense questions when converting them into reported speech?

4. What behavior affects Bryan’s accuracy during class activities?

5. In what type of activities does Bryan show eagerness to participate?

6. How does Bryan’s approach to exercises differ from Milena’s approach?

7. What does Bryan’s rushed approach suggest about his attention to detail?

8. What score did Bryan receive in the 'Application of Knowledge' category?

9. What strategy could the teacher use to help Bryan improve his tense transformations in reported speech?

 

Here's the expanded analysis for Milena and Bryan, using the same rubric criteria to provide specific grades for each of them.

Case Study 1: Lewis Assimilating the Past Perfect Tense

Rubric Analysis:

· Understanding of Content (2/4): Lewis demonstrates a partial understanding of the past perfect tense. He uses it to describe a sequence of events but makes errors with irregular verb forms (e.g., “had went” instead of “had gone”).

· Critical Thinking (2/4): His use of the past perfect is limited to basic sentences, showing a surface-level understanding. He does not ask questions or try to expand his knowledge independently.

· Application of Knowledge (3/4): Lewis applies the past perfect tense in class discussions, albeit with errors. His willingness to participate indicates that he’s trying to use new structures, even if imperfectly.

· Interaction & Collaboration (2/4): He participates when prompted but rarely engages with peers’ contributions, missing opportunities to deepen his understanding.

· Consistency of Participation (2/4): Lewis is often distracted by his smartphone and only participates inconsistently, impacting his overall performance.

Total Score: 11/20

 

Case Study 2: Milena’s Mastery of the Future Perfect Tense

Rubric Analysis:

· Understanding of Content (4/4): Milena shows a clear understanding of the future perfect tense. She uses it correctly in several contexts, demonstrating confidence with the structure.

· Critical Thinking (3/4): She asks thoughtful questions to clarify her understanding, especially when faced with more complex sentence structures. However, she occasionally hesitates, suggesting a lack of complete confidence in unfamiliar contexts.

· Application of Knowledge (3/4): Milena effectively uses the future perfect tense in her speaking and writing. However, she sticks to simpler sentences and needs encouragement to attempt more complex ones.

· Interaction & Collaboration (4/4): She is highly engaged with classmates, often building on their ideas and providing constructive feedback.

· Consistency of Participation (4/4): Milena is consistently active in class, eager to participate in discussions and activities.

Total Score: 18/20

 

Case Study 3: Bryan’s Struggle with Reported Speech

Rubric Analysis:

· Understanding of Content (2/4): Bryan demonstrates a basic understanding of reported speech but struggles with transforming present and past tense statements. His frequent mistakes indicate an incomplete grasp of the rules.

· Critical Thinking (2/4): He tends to rely on direct speech patterns and often misses the need for tense changes, showing limited critical engagement with the structure.

· Application of Knowledge (2/4): Bryan participates actively but makes repeated errors when transforming sentences. His habit of rushing leads to mistakes that suggest a lack of attention to detail.

· Interaction & Collaboration (3/4): He is eager to contribute during group activities, but his peers often miss his errors, reducing opportunities for corrective feedback. However, he shows enthusiasm in group settings.

· Consistency of Participation (4/4): Bryan is a consistent participant in class activities, showing a strong willingness to engage, even if his accuracy needs improvement.

Total Score: 13/20

 

Summary of Grading for All Case Studies

• Lewis: 11/20 (Needs Improvement)
• Milena: 18/20 (Strong Performance)
• Bryan: 13/20 (Developing Skills)

These analyses highlight the different areas of strength and areas for improvement for each student. The rubric not only provides a quantitative assessment but also guides teachers in identifying specific instructional needs, ensuring that targeted support is given to help each student improve their language skills.

References

Acuña-Solano, J. (2023, July 8). Bryan's Struggle with Reported Speech. Reflective Jounaling in Grammar Assimilation. San José, Costa Rica.

Acuña-Solano, J. (2023, February 18). Lewis Assimilating the Past Perfect Tense. Reflective Jounaling in Grammar Assimilation. San José, Costa Rica.

Acuña-Solano, J. (2023, April 15). Milena's Content Assimilation in a Language Class. Reflective Jounaling in Grammar Assimilation. San José, Costa RIca.

BetterEvaluation. (n.d.). Rubrics. Retrieved November 4, 2024, from BetterEvaluation: https://www.betterevaluation.org/methods-approaches/methods/rubrics

Center for Teaching Innovation. (n.d.). Using rubrics. Retrieved October 31, 2024, from Cornell University: https://teaching.cornell.edu/teaching-resources/assessment-evaluation/using-rubrics

Cherry, K. (2024, June 19). How Assimilation in Psychology Helps You. Retrieved November 8, 2024, from Very Well Mind: https://www.verywellmind.com/what-is-assimilation-2794821

Gregori-Giralt, E., & Méndez Varela, J. L. (2018). The Content Aspect of Validity in a Rubric-based Assessment System for Course. Retrieved November 6, 2024, from Dipòsit Digital de la Universitat de Barcelona: https://diposit.ub.edu/dspace/bitstream/2445/206976/1/238116.pdf

 

 Possible Topics for Ongoing Assessment Using This Rubric

1.    Assimilation of tenses and verb forms in second-language acquisition.

2.    Application of new vocabulary in real-world conversations.

3.    Critical thinking and debate on complex texts or audio materials.

4.    Demonstration of cultural understanding in discussions.

5.    Use of conditionals in hypothetical discussions and problem-solving.

Using Rubrics to Measure St... by Jonathan Acuña