RUBRIC - Student Feedback Generator

Comment 1: Introductory statement

Introductory Sentence:

Hi STUDENT,
Well done for completing Part 2 of AT1. I have provided you with feedback for the vocabulary and fluency sections and highlighted your score for each criterion on the assessment rubric. The first two rows on the rubric have been carried over from AT1 Part 1. What you see here is your final grade for AT1.

Word count: Thanks for completing the vocabulary and fluency rationales within the allocated word limit.

Word count: Please ensure you complete all aspects of the next task within the allowable word limit.

Comment 2: Vocabulary word ladder - 1

Accurate spelling and conceptual understanding of English concepts shown in words and clues:

Criterion 2. Vocabulary word ladder
Congratulations for creating a brilliant word ladder, with accurate spelling and conceptual understanding shown throughout.

Mostly accurate spelling and conceptual understanding of English concepts shown in words and clues:

Criterion 2. Vocabulary word ladder
Well done for creating a commendable word ladder, with mostly accurate spelling and conceptual understanding shown throughout (i.e., only one or two errors).

Inaccurate spelling and conceptual understanding of English concepts shown in words and clues:

Criterion 2. Vocabulary word ladder
You made a good attempt at creating a word ladder; however, several inaccuracies were present that prevented you from scoring higher for this part of the task (i.e., three or more errors with spelling and/or conceptual understanding).

Unable to assess spelling and conceptual understanding of English concepts shown in words and clues:

Criterion 2. Vocabulary word ladder
Unfortunately, you did not include a word ladder with your submission, which prevented me from scoring you higher for this part of the assignment.

Comment 3: Vocabulary word ladder - 2

Highly relevant and appropriately complex words and clues:

The words and clues that made up your word ladder were clearly linked to ideas in your mentor text. You also expertly pitched the word ladder for the middle primary age group, in terms of complexity.

Largely relevant and appropriately complex words and clues:

The words and clues that made up your word ladder were well designed, with only one minor issue related to either their relevance to the mentor text or the complexity of the task for a middle primary age group.

Issues with relevance and complexity of words and clues:

The words and clues that made up your word ladder were quite good, yet included issues with both relevance to the mentor text and the complexity of the task for a middle primary age group.

Unable to assess relevance and complexity of words and clues:

Since you did not include a word ladder, it was also not possible to assess the relevance and complexity of your words and clues.

Comment 4: Vocabulary rationale - 1

Very strong rationale for your choice of word ladder words and clues:

Criterion 2b. Vocabulary rationale
In the end, the rationale suggests you thought carefully and strategically about the words and clues in your word ladder. The rationale justified why the resource is well suited to a middle primary audience and drew on important aspects of vocabulary concepts to explain your choices. You offered a range of relevant points, which was great to see.

Appropriate rationale for your choice of word ladder words and clues:

Criterion 2b. Vocabulary rationale
In the end, the rationale suggests you thought quite carefully about the words and clues in your word ladder. The rationale did fairly well to justify why the word ladder would suit a middle primary audience, though there was scope to draw on some additional important aspects of vocabulary concepts to explain your choices. You offered a range of relevant points, which was good to see.

Issues with rationale for your choice of word ladder words and clues:

Criterion 2b. Vocabulary rationale
In the end, the rationale suggests that some effort was put into selecting the words and writing clues in the word ladder. There was some scope to justify more clearly why the word ladder would suit a middle primary audience, and to draw on some additional important aspects of vocabulary concepts to explain your choices in creating this vocabulary resource. You offered some relevant points, which were good to see, and with some modifications, this could be a useful word ladder to use with a middle primary classroom.

No rationale for your word ladder:

Criterion 2b. Vocabulary rationale
You needed to write a rationale to make clear why you selected certain words and clues in a word ladder. This would ideally involve you drawing on the curriculum to explain why the word ladder features would suit the target audience of middle primary children, and using vocabulary concepts like Tier 2 words or vocabulary breadth and depth to justify your choices.

Comment 5: Vocabulary rationale - 2

Excellent approach to optimising learning for all children:

The rationale made a thorough and convincing case for how the word ladder and the teaching surrounding it might be adapted and delivered to support all children to experience success. Particularly impressive were the suggestions to (KEEP ALL OF THE FOLLOWING THAT APPLY) adapt the word ladder itself, provide more scaffolding when teaching, use technology to aid learning, group students flexibly for differentiated instruction, and provide the support of an adult. Terrific work.

Solid approach to optimising learning for all children:

The rationale made a mostly convincing case for how the word ladder and the teaching surrounding it might be adapted and delivered to support all children to experience success. It was great to see the suggestions to (KEEP ALL OF THE FOLLOWING THAT APPLY) adapt the word ladder itself, provide more scaffolding when teaching, use technology to aid learning, group students flexibly for differentiated instruction, and provide the support of an adult. Other considerations to optimise learning would be to (KEEP ALL OF THE FOLLOWING THAT APPLY) adapt the word ladder itself, provide more scaffolding when teaching, use technology to aid learning, group students flexibly for differentiated instruction, and provide the support of an adult. Well done with this section overall.

Issues with how the task could be modified to optimise learning for all children:

The rationale included some ideas for how the word ladder and the teaching surrounding it might be adapted and delivered to support all children to experience success. It was good to see the suggestions to (KEEP ALL OF THE FOLLOWING THAT APPLY) adapt the word ladder itself, provide more scaffolding when teaching, use technology to aid learning, group students flexibly for differentiated instruction, and provide the support of an adult. To score higher for this part of the rationale, some further considerations to optimise learning would be to (KEEP ALL OF THE FOLLOWING THAT APPLY) adapt the word ladder itself, provide more scaffolding when teaching, use technology to aid learning, group students flexibly for differentiated instruction, and provide the support of an adult.

No explanation of how the task could be modified to optimise learning for all children:

The rationale needed to suggest how the word ladder and the teaching surrounding it might be adapted and delivered to support all children to experience success. Some considerations to optimise learning that would have been good to see here would include adapting the word ladder itself, providing more scaffolding when teaching, using technology to aid learning, grouping students flexibly for differentiated instruction, and providing the support of an adult.

Comment 6: Fluency - 1

Accurate reading fluency assessment and justification:

Criterion 3. Fluency assessment
It was difficult to fault your highly accurate assessment of your child’s reading fluency. Most importantly, the first part of your rationale demonstrated a clear understanding of key fluency concepts, included relevant specific examples of strengths and weaknesses from the child’s reading, and made it clear why the child wasn’t assessed higher or lower on the rubric. Together, the assessment and first part of the rationale showed an excellent understanding of assessing fluency.

Mostly accurate reading fluency assessment and justification:

Criterion 3. Fluency assessment
Your assessment of a child’s reading fluency was mostly accurate. The one dimension that was somewhat inaccurate was (INSERT ONE OF THE FOLLOWING) expression and volume, phrasing, smoothness, pace. Well done for your accurate assessment of the other aspects of fluency. Most importantly, the first part of your rationale demonstrated (KEEP ALL OF THE FOLLOWING THAT APPLY) a mostly clear understanding of key fluency concepts, included specific examples of strengths and weaknesses from the child’s reading, made it clear why the child wasn’t assessed higher or lower on the rubric. Things to consider adding here would be (KEEP ALL OF THE FOLLOWING THAT APPLY) a clearer understanding of key fluency concepts, some more specific and relevant examples of strengths and weaknesses from the child’s reading, and referring to the fluency rubric descriptions to make it clearer why the child wasn’t assessed higher or lower. Together, the assessment and first part of the rationale showed a commendable understanding of assessing fluency.

Less accurate reading fluency assessment and justification:

Criterion 3. Fluency assessment
To score higher for the fluency assessment, you needed to accurately assess at least two of the dimensions. Based on your child’s reading, your assessment was inaccurate in (INSERT THREE OR FOUR OF THE FOLLOWING) expression and volume, phrasing, smoothness, pace. Most importantly, the first part of your rationale demonstrated (KEEP ALL OF THE FOLLOWING THAT APPLY) a somewhat clear understanding of key fluency concepts, included some examples of strengths and weaknesses from the child’s reading, made it partially clear why the child wasn’t assessed higher or lower on the rubric. Things to consider adding here would be (KEEP ALL OF THE FOLLOWING THAT APPLY) a clearer understanding of key fluency concepts, some more specific and relevant examples of strengths and weaknesses from the child’s reading, and referring to the fluency rubric descriptions to make it clearer why the child wasn’t assessed higher or lower.

No reading fluency assessment or justification:

Criterion 3. Fluency assessment
To score higher for the first fluency criterion, you needed to assess a child’s reading accurately for at least two of the dimensions, and justify your choices in the first part of the fluency rationale.

Comment 7: Fluency - 2

Excellent description of fluency teaching strategy:

Criterion 3b. Fluency teaching strategy
The suggested fluency teaching strategy is well matched to the child, based on the assessment. It was wonderful to see a clear explanation of the strategy and why it would be particularly beneficial for this child’s fluency development. You also did well here to support your suggestion and explanation with relevant scholarly literature. This was a great way to end AT1 Part 2.

Good description of fluency teaching strategy:

Criterion 3b. Fluency teaching strategy
It was good to see (INSERT TWO OF THE FOLLOWING THAT APPLY) that the suggested fluency teaching strategy was well matched to the child, based on the assessment. a clear explanation of the strategy and why it would be particularly beneficial for this child’s fluency development. You did well here to support your suggestion with relevant scholarly literature. One important thing to add here would have been (INSERT ONE OF THE FOLLOWING) a fluency teaching strategy that was more effectively matched to the child’s needs, based on the assessment. a clearer explanation of the strategy and why it would be particularly beneficial for this child’s fluency development. supporting your suggestion with additional relevant scholarly literature. This was a good way to end AT1 Part 2.

Limited description of fluency teaching strategy:

Criterion 3b. Fluency teaching strategy
It was good to see (INSERT ONE OF THE FOLLOWING THAT APPLIES) that the suggested fluency teaching strategy was well matched to the child, based on the assessment. a clear explanation of the strategy and why it would be particularly beneficial for this child’s fluency development. you supported your suggestion with relevant scholarly literature. Important things to add here that would have lifted your mark would have been (INSERT TWO OF THE FOLLOWING) a fluency teaching strategy that was more effectively matched to the child’s needs, based on the assessment. a clearer explanation of the strategy and why it would be particularly beneficial for this child’s fluency development. supporting your suggestion with additional relevant scholarly literature.

No description of fluency teaching strategy:

Criterion 3b. Fluency teaching strategy
To conclude the assignment, the rationale needed to suggest a fluency teaching strategy matched to the child’s needs, based on the assessment. It also needed a clear explanation of the strategy and why it would be particularly beneficial for this child’s fluency development, supported by relevant scholarly literature.

Comment 8: Scholarly literature

Excellent use of scholarly literature:

Criterion 4. Use of scholarly literature
Your use of literature in AT1 was highly impressive, with a strong number of relevant, high-quality sources used to support your phonological awareness, vocabulary, and fluency sections. This showed a great understanding of the key reading concepts explored so far in the course.

Commendable use of scholarly literature:

Criterion 4. Use of scholarly literature
Your use of literature in AT1 was strong overall, with several relevant, mostly high-quality sources used to support your phonological awareness, vocabulary, and fluency sections. This showed a good understanding of the key reading concepts explored so far in the course.

Adequate use of scholarly literature:

Criterion 4. Use of scholarly literature
Your use of literature in AT1 was adequate. It would have been good to see you use a greater number of relevant, quality sources to support the arguments made in your phonological awareness, vocabulary, and fluency sections. This would have shown a deeper understanding of the key reading concepts explored so far in the course.

Insufficient use of scholarly literature:

Criterion 4. Use of scholarly literature
Your use of literature in AT1 was inadequate. You needed to use a greater number of relevant, quality sources to support the arguments made in your phonological awareness, vocabulary, and fluency sections. This would have shown a deeper understanding of the key reading concepts explored so far in the course.

Comment 9: Communication skills

Brilliant communication skills demonstrated:

Criterion 5. Communication skills
In this submission you communicated your ideas brilliantly, with very few issues with your use of writing conventions (e.g., spelling, grammar, punctuation) or APA referencing. You can be very proud of your writing throughout the assignment.

Good communication skills demonstrated:

Criterion 5. Communication skills
In this submission you communicated your ideas well, and while there were some minor issues with your use of writing conventions (e.g., spelling, grammar, punctuation) or APA referencing, you can be proud of your writing throughout the assignment.

Problematic communication skills demonstrated:

Criterion 5. Communication skills
While you made a good attempt to communicate your ideas in this submission, there were quite a few issues with your use of academic writing conventions and APA referencing. Please consider brushing up on your academic writing skills before submitting AT2.

Poor communication skills demonstrated:

Criterion 5. Communication skills
There were many issues with your academic writing conventions (spelling, punctuation, and grammar) and APA referencing in this submission. Please consider brushing up on your academic writing conventions before submitting AT2.

Comment 10: Closing comment

Closing Remarks

Congratulations for completing AT1. It was great to see you demonstrate your understanding of three essential elements of reading. The overall score for the submission was determined by adding the scores across the eight rows of the rubric, dividing by eight to find the average, and rounding to the nearest whole number. I hope the feedback provided makes it clear why you received your scores for each criterion and your overall mark across Part 1 and Part 2. All the very best as you continue working through the course.