Assessment tool designed by: Jenny Abunassar, Bittany Kirkham, and Eve Warkentin
Our assessment tool is a performance-based activity in which students will work collaboratively with
the teacher to construct a rubric that will be used to assess both a later performance task and
assignment. This is both a diagnostic assessment, as it allows the teacher to assess the students’
prior knowledge of attributes of effective communication, and an assessment AS learning tool as the
students will learn about qualities of effective communication as they take part in the assessment.
The Basic Procedure
1. Define the learning outcome or objective that the students are expected to achieve 
students will be informed that the goal of the class is to design a rubric that will be used to
assess their communication in two assessment that will follow in the unit.
2. Examine models  students will view an example of an effective oral presentation and an
ineffective oral presentation.
3. Decide on criteria  as a class, we will decide on what are the 3 most important non-verbal
and 3 most important verbal cues are. There will be various sub-steps necessary to complete
this step:
a. Students will take part in a small group discussion in which they will come up with a
comprehensive list of factors that the performances can be compared on.
b. The students will offer the ideas their group came up with to the class and the teacher
will write these on the board categorizing them into verbal and non-verbal criteria.
c. After a list has been made on the board, students will get back with their groups and
decide on what they believe are the 3 most important verbal and non-verbal criteria.
d. The students will volunteer their answers to the class and together the class will work
on combining these criteria to come up with 6 criteria that will be assessed.
4. Determine degrees of quality  the teacher will choose one of the criteria the class has
collectively chosen to be a part of the rubric and determine what a level 1, 2, 3 and 4 look like.
The students will begin by defining a level 1 and a level 4 and from these descriptions work to
describe the middle two levels.
5. Teacher will create the rubric  the teacher will use the criteria that the students came up
with, as well as the degree of quality levels and create a comprehensive rubric that address the
6 criteria chosen to be necessary for effective communication in an oral performance. This
rubric will be given to students’ the next day so that they can refer to it for the purpose of selfassessment in preparation for their Monologue Performance and eulogy performance
assignment.
Discussion of Assessment Tool
What will it accomplish?
Our assessment tool is designed to assess what students know about verbal and non-verbal
components of communication, and in this sense it can be categorized as a diagnostic assessment.
Additionally, our assessment tool requires student involvement through collaboratively selecting
criteria for a rubric, students are being asked to take part in their own learning process through their
contributions to designing an evaluation tool. This assessment tool urges students to assume
responsibility for their learning while also reflecting upon what they know about verbal and non-verbal
elements of communication. Ultimately, students are asked to think critically about what makes a good
quality performance so that they can use (and improve) their own performances. Students in turn are
being prepared for their future performances.
What information has it been designed to collect and how will this information be used?
The assessment tool is designed to collect information about what understandings students in
regards to qualities of oral presentations, as well as what aspects they believe are important. If the
assessment tool shows that students do not have an understanding of a particular aspect of the
evaluation, for example pitch or volume, the teacher will be able to plan a mini-lesson focusing on that
specific area. Students will be able to use the information discussed and the focus on the criteria to
develop their understanding of what’s expected of them and implement the criteria into their own work.
How does this assessment fit into the larger unit of study?
Co-constructing this rubric as an assessment AS learning tool will aid students for a larger
assignment towards the end of the unit, performing a eulogy as one of the characters from Hamlet.
This assessment tool will allow them to identify and become more familiar with effective methods of
oral presentation/dramatic reading. The rubric that is designed as a result of this assessment will be
used to evaluate the “Monologue Performance” performance task. This task will also help them to
prepare for their eulogy performance, as they will be able to practice their oral communication skills,
as well as become comfortable speaking in front of the class. It is a stepping-stone to the larger
project, as they will be able to receive feedback on their performance of a pre-written piece, prior to
performing their own work. This exercise will allow students to become comfortable with the criteria
and to familiarize themselves with the expectations, in order to set them up for the most success
possible.
Explanation of Assessment Tool
Support for this type of assessment in the ELA classroom using supportive literature
In our research, we discovered that co-constructing rubrics is an effective way to include an
assessment AS learning for our students. Extensive research on the topic by Heidi Andrade has
shown a correlation between the use of rubrics and student success. She found that “students’
comments regarding rubric use were consistently positive. They liked the fact that rubrics let them
know “what’s expected,” and contrasted it with the “guessing game” they felt they had to play when
teachers did not provide a rubric or some sort of guidelines for an assignment” (Andrade, 2005). When
the criteria is co-constructed with the students they have a thorough understanding of what constitutes
each grade level, as they have helped to create it. Co-constructing rubrics allows students to view
examples of work, both unsatisfactory and exemplary, and critique it using the rubrics created. By
doing this, students know exactly what is expected of them and the grading system as such is
completely fair. It eliminates the “I didn’t know” excuse, and also helps to decrease student anxiety
about projects. Students say that using rubrics helps them focus their efforts, produce work of higher
quality, earn a better grade, and feel less anxious about assignments. This helps to dispel the myth
that taking the time to create grading criteria is a waste of valuable class time. As Anne Davies said at
the Engagement, Ownership, and Responsibility: Using Assessment for Learning conference,
““Setting criteria with students does not take up valuable instruction time – it is instruction!”
What curriculum/learning objective could be linked to this assessment?
Our assessment tool first provides students with the opportunity to identify verbal and nonverbal elements necessary for an effective performance. Thus it will ensure that they are able to
satisfy the first part of expectations 2.5 and 2.6. Later in the unit the students are required to actually
put into practice, or use, the criteria they helped to generate. Listed below are the specific learning
objectives our assessment tool incorporates:
Oral Communication
 2.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them
effectively and with sensitivity to audience needs and cultural differences

2.6 identify a variety of non-verbal cues, including facial expressions, gestures, and eye
contact, and use them effectively to help convey their meaning and with sensitivity to audience
needs and cultural differences
References
Andrade, H. (2000). Using Rubrics to Promote Thinking and Learning. Educational Leadership, 57(5),
13-18.
Andrade, H., & Du, Y. (2005). Student Perspectives on Rubric-referenced assessment. Practical
Research, Assessment and Evaluation, 10 (3).
Davies, A. at “Engagement, Ownership, and Responsibility”: Using Assessment for Learning” - July
20, 2006 conference
McNabb, G., Fedoruk, C., & Wallentiny, J. From the Alberta Initiative for School Improvement No. 10. :
“Rubrics and Co-Constructing Criteria with Students”. Powerpoint Presentation.
rd
Stiggins, R.J. (2000). Student-Involved Classroom Assessment 3 Edition, Prentice Hall: New Jersey.