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.