How do you know that students are reading well? Now that you have seen profiles of effective practices in teaching reading, can you assess if they actually work? Assessing reading outcomes and individual assignments can be done in many ways. Rubrics work well and allow students to know and understand how their work will be scored. The following rubrics have been used in a variety of ways. The rubric that follows, shows how Michelle Andersen Francis assessed students’ annotations in response to lessons on how to annotate a text. Annotation Rubric Did Not Below Meets Expectation Exceeds Expectation Attempt Expectation Expectation Paraphrasing There are no Annotations are Can think about Is able to determine (writing it in notes in the exactly as written what the author author’s intent and your own margin. by author of text. wants reader to write ideas in margin Is unable to think know and can write as a paraphrased text. about what annotations author wants understandably in reader to know. margin. Structure of There are no Annotations in Is able to delineate Is able to underline annotations annotations in the margin are text using margin annotations, the margin, written without underlining in the enumerate ideas, and but things regard for text annotations. break the text into a might be structure. logical structure in underlined in the annotations. text. Ideas in No There are only in annotations Ideas in annotations annotations annotations. one - four words closely match the cover the main ideas, written about main ideas, but the details, and any each paragraph some details and examples that will and writing examples might be help the reader later doesn’t match missing. on. main idea. Opinions in the There are no Annotations are Annotations in the Annotations in the annotations. opinions strictly text based margin address margin express expressed. and do not reader’s opinions reader’s opinions include any of about the text. the text as well as the reader’s possible questions opinions. and other outside connections to the text. By Michelle Andersen Francis, reading instructor,
How do you know that students are reading well? Now that you have seen profiles of effective practices in teaching reading, can you assess if they actually work? Assessing reading outcomes and individual assignments can be done in many ways. Rubrics work well and allow students to know and understand how their work will be scored. The following rubrics have been used in a variety of ways. The rubric that follows, shows how Michelle Andersen Francis assessed students’ annotations in response to lessons on how to annotate a text. Annotation Rubric Did Not Attempt Expectation Below Expectation Meets Expectation Exceeds Expectation Paraphrasing (writing it in your own There are no notes in the margin. Annotations are exactly as written by author of text. Is unable to think about what author wants reader to know. Can think about what the author wants reader to know and can write annotations understandably in margin. Is able to determine author’s intent and write ideas in margin as a paraphrased text. Structure of annotations There are no annotations in the margin, but things might be underlined in text. Annotations in the margin are written without regard for text structure. Is able to delineate text using underlining in the annotations. Is able to underline margin annotations, enumerate ideas, and break the text into a logical structure in the annotations. Ideas in annotations No annotations. There are only one - four words written about each paragraph and writing doesn’t match main idea. in annotations closely match the main ideas, but some details and examples might be missing. Ideas in annotations cover the main ideas, the details, and any examples that will help the reader later on. Opinions in the annotations. There are no opinions expressed. Annotations are strictly text based and do not include any of the reader’s opinions. Annotations in the margin address reader’s opinions about the text. Annotations in the margin express reader’s opinions the text as well as possible questions and other outside connections to the text. By Michelle Andersen Francis, reading instructor,
Chapter_10_Reading.docx