Classroom Speaking Activities Assessing Speaking

33 1 - Poor Researcher included 1-4 sources lots of historical inaccuracies cannot tell from which source information came bibliography contains very little information Figure. 2 . The example of a holistic rubric b. Analytical rubric Analytical rubric consists of multiple, separate scales, and provides a set of scores rather than just one. It also provides feedback to students by letting the students know exactly which elements of the skill were mastered and which need more practice. Criteria 1 2 3 Number of Sources x1 1-4 5-9 10-12 Historical Accuracy x3 Lots of historical inaccuracies Few inaccuracies No apparent inaccuracies Organization x1 Can not tell from which source information came Can tell with difficulty where information came from Can easily tell which sources info was drawn from Bibliography x1 Bibiliography contains very little information Bibliography contains most relevant information All relevant information is included Figure 3. The example of an analytical rubric. The previous figure of a holistic rubric can be changed into this above analytical rubric. Mueller 2014 stated that an analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. 34

2. Designing the scoring rubric for assessing speaking performance

Determining the kind of rubric which is going to be used to assess students‟ speaking performance becomes the first step. Then designing the rubric which represents the aspects of assessment as explicit as possible is the next step. Besides, the designed rubric should be usable and interpretable to avoid ambiguity. Weigle 2002 proposes some factors to consider in designing a scoring rubric. Although this factors listed are actually for designing writing rubrics but it can be also applied to start constructing speaking rubrics as well; a. Who‟s going to use the scoring rubric b. What aspects of speaking are most important and how will they divided up? c. How many points or scoring level will be used? d. How will the scores be reported? Stevens and Levi 2005 mention four basic stages in constructing a rubric; Stage 1. Reflecting. In this stage, the constructor takes the time to reflect on what is wanted from the students, why created the assignment, what happened the last time it is given, and what was the expectation of the teaching learning process. Stage 2. Listing. In this stage, the constructor focuses on the particular details of the assignment and what specific learning objectives hope to see in the completed assignment.