EDUC 144/244: ESL Methods

Spring 2015 - Dr. Shelley Fairbairn/Brown

Differentiated Rubrics
This assignment will allow you to create one differentiated rubric for each of your differentiated
assignments/assessments corresponding to your individual lesson plans. You will use the
Differentiated Rubric Template provided on Blackboard and used in class in order to ensure
that you differentiate the language-based expectations for each assignment.
You must align these language-based expectations with the student descriptors for each English
language proficiency level, as described on the chart accompanying Fairbairn & Jones-Vo (2010).
Each rubric must have 3 separate criteria and these must be differentiated for the appropriate
level of English language proficiency (see below) if they are language-based. (If you have a
criterion that is not language-based [e.g., illustrations for a book project], it need not be
differentiated across proficiency levels.)
Each criterion must be graded at 4 achievement levels (e.g., excellent, good, fair, poor). Note that
you can use whatever terminology you choose for those 4 achievement levels, although excellent,
good, fair, and poor are noted on the differentiated rubric template for the sake of clarity.
Grading:
Each of the 3 differentiated rubrics is worth 5% of your final course grade and will be
graded as follows:
ELP levels incrementally differentiated according to student descriptors 2.5%
o Assignment/Assessment #1 (focus on assessing listening/speaking) Levels 1 & 2
o Assignment/Assessment #2 (focus on assessing reading/writing) FEP, Levels 1-4
4 achievement levels incrementally differentiated 2%
Quality of 3 criteria - .5%