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4

Task 1

1
2

4
3

0
/20

Rubric I

18/2
0

5/20

Clarity of criteria: We decided to evaluate this criteria with a 4


because it is clear and free from bias. And even more important we
would use it in a real scenario.
Distinction between levels: Each level is clearly defined and well
explained in order to generate a good comprehension.
Rubric I
Does the rubric relates to the outcome being measure? Yes, the
rubric definitely relates to the outcome being measured, because it
measures fluency, correctness of language, vocabulary, and factual
information which are important aspects of a speaking task.
Does the criteria reflects current conceptions of excellence in
the field? Yes, the rubric reflects a current conception of excellence in
the field, because it fulfills requirements that aim to a satisfactory
realization of the task.
Can everyone understand the rubric? Yes, the rubric can be
understood clearly by the teacher and the students. Because, it is very
objective even when we know that rubrics are very subjective by nature
Does it reflect teachable skills in the Chilean context? In Chile
English is taught as a foreign language, so the skills are taught to reach
the aim of the lessons but the aim is not necessarily meaningful to the
context that the students are facing.
Is the rubric fair and free from bias? All of the rubrics are not free
from bias, even though this one is very objective.
Rubric II
Clarity of criteria: We decided to evaluate this criteria with a 1
because the rubric is supposed to evaluate a speaking task. However,
the criteria used aims to evaluate another type of aspects which are
totally irrelevant for a speaking activity.
Distinction between levels: The lack of levels for evaluating the task
is the reason why we evaluated this criteria with a 2, because even
though it is possible to make an evaluation using this rubric. The results
are not free from bias due to the fact that there are only three levels and
we would have to sum up everything the student did into only good,
regular or wrong.

Does the rubric relates to the outcome being measure? We


decided that this rubric evaluates aspects that do not represent the aim
of the task.
Does the criteria reflects current conceptions of excellence in
the field? No, as we said before. The rubric, evaluated aspects which
are neither necessary nor required for aiming the task presented.
Can everyone understand the rubric? We decided to evaluate this
criteria with a 2, because even though it is full of bias, the rubric is so
simple that everyone can understand it.
Does it reflect teachable skills in the Chilean context? ? In Chile
English is taught as a foreign language, so the skills are taught to reach
the aim of the lessons but the aim is not necessarily meaningful to the
context that the students are facing.
Is the rubric fair and free from bias? No, the rubric is too subjective
because it evaluates elements which are not required and also it
possesses only three levels which makes difficult the evaluation.

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