Project 2 FEA Tool

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Contents

Contents ......................................................................................................................... 2

Overview ........................................................................................................................ 3

Background .................................................................................................................... 3

Purpose ........................................................................................................................... 4

Assumptions (For whom, By whom, In what context) .................................................. 5

Advantages ..................................................................................................................... 6

Disadvantages ................................................................................................................ 7

Upload ............................................................................................................................ 8

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Overview

Built by Cindah, iRubric is a powerful scoring tool used to create rubrics through

a click-to-grade technology that enables a user to build and share rubrics. The system

is often used to measure English comprehension and proficiency for an Adult ESL

class. When used in conjunction with the Rcampus LMS, the iRubric system become

a great way to build rubrics and share with the students with the aim of effectively

assessing the progress students are making or tasks. Apart from assessing them, the

system also enables an educator to invite other educators to offer their input in the

same student’s work, and at the end of the joint assessment, give a comprehensive

report that can be sent back to the student. iRubric enhances the effectiveness of

scoring by educators by encouraging them to be more subjective and authentic in their

assessment (IRubric - RCampus Wiki, 2019).

Basically, iRubric enables better scoring by helping educators to communicate

their expectations to the students way in advance, so that when it comes to grading,

the educator will be more objective in their scoring. Through iRubric, educator are

able to be of optimal help to learners by being clear not only on the expected

outcomes in a task, but also in giving clear feedback as to why a student managed a

certain score. This way, students and teachers have a relatively easier time

understanding what they need to do in order to yield greater results in their work.

Background

iRubric was started by Cindah with the aim of helping educators to solve the

mystery of how to effective and subjectively measure and guarantee the quality of

tasks in the education sector. This had been an issue of concern to many learning

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institutions before, thus Cindah’s solution came as a major relief to many. With the

growing number of courses offered through the internet, and the increased number of

learners, meaning that teachers had little time to meet the needs of every individual

student, such a tool was greatly important as it maintained the integrity of learning.

The system helped to reduce the workload on educators since it enabled the

evaluation of large sets of documents efficiently, quicker and in a more dynamic

manner (IRubric - RCampus Wiki, 2019.

Purpose

iRubric is a great tool to use since it measures students in the English language

proficiency. With this tool, it is relatively easy for teachers to be able to measure the

level of progress that students are making, especially when it comes to students who

are taking English as a second language. The better tutors are able to measure the

progress, the better the understanding they have in terms of where more attention is

needed, and in what areas a student is strong. This way, educators can offer the best

services paying attention to the areas of weakness per student.

The focus of this tool is proper scoring based on proper communication of

expected outcomes. Through iRubric, educators can communicate their objectives

early enough and in a clear manner, enabling the learners to follow a criteria that will

help them perform better. The rubric encourages plenty of healthy interaction between

educators and learners, since educators are able to understand the specific needs of

their students in an objective way, enabling them to tackle the specific challenges that

would make the difference in the students performance. A greater performance keeps

the students motivated, encouraging them to perform even better and understand the

English Language.

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The rubric categorizes performance in terms of advanced, high intermediate,

intermediate, lower intermediate and beginning level. In order to grade more

effectively, the rubric divides the areas of attention into reading, writing, speaking and

listening, all of which are measured based on the five categories mentioned earlier.

Assumptions (For whom, By whom, In what context)

For whom

iRubric is a tool created to make evaluation of student as easy as possible, while

maintaining high standards of grading. This has been enabled by the integration of

this process with a click-to-grade technology where educators can grade students with

a click of a button. Educators can also share the rubrics with other experts in the

English as a Second Language sector to increase the scope of the assessment report.

The tool is also handy for the students since they can use it to read and understand the

objectives of the assignment even before starting, making it easier for them to harness

their skills to meet the required objectives. The tool is most helpful to learning that

take place through the internet such as students taking e-courses (Panadero &

Jonsson, 2013).

By whom

This tool was made by Cindah to enables student pursuing courses over the

interest to get the best out of their learning. The tool has made it easier for teachers to

communicate to students, and for students to communicate to teachers as well as

understand the study objectives.

In what context

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The number one context for the use of iRubrics is the online learners and educators.

The tool is most helpful to students taking courses over the internet, mostly those who

are not able to have a face to face interaction with their tutors. Through this tool, tutors

can be able to communicate their expectations to the students, the students can read

through and understand what is expected of them, and the reading process can be eased

through a click-to-grade system. This tool is handy in helping educators to better

categorize each student based on their level of understanding, helping to understand the

specific needs of each learner, in order to make each learner benefit the best in areas

where they need help.

Advantages

1. Enables easier grading of students taking English as second language.

2. Enables educators to collaborate wit other experts by providing for allowance to

seek the opinion and grading of the other educators in order to ensure that the final

grade is an inclusive as possible (Rubric, 2004).

3. Provides for the most comprehensive assessment of students taking English as a

second language as possible. This is through interaction between educators and

experts as well as between them and the students.

4. The tool enables teachers to provide the most optimal services to students, since

they are able to measure certain metrics of the student performance, and, as such, be

able to identify with a great level of precision the specific areas where students

require most help.

5. Enables students to sharpen their skills since they already know the expected

outcomes even before they begin learning. This helps to draw the focus of both

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students and teachers to the final objective, making it easier for both to achieve the

outcomes in the most effective manner.

6. The great performance that emanates from early communication of objectives as

well as comprehensive evaluation improves students’ performance, keeping them

motivated for even greater performance. Overall, this improves their understanding of

English as their second language (Andrade, 2004).

Disadvantages

1. In as much as it is a handy tool, iRubric may delay the process of learning by

increasing the number of huddles that a simple work may need to go through before it

is approved by an educator. In cases where educators have to seek the opinion of other

educators, it may take long for a final assessment report to be prepared, and this may

delay the rate of learning.

2. iRubric makes a very comprehensive assessment of a learners work, and this may

greatly discourage starters who may not have mastered English as a second language

well enough to avoid mistakes.

3. iRubric may be a great hindrance to the students’ power to go out of their way to

create more well researched assignments. This is because the metrics in the rubrics

may make the students feel restricted only to meeting the objectives set out, and so

they may not be able to think outside the box and explore ideas and perspectives that

might be helpful to their overall understanding of the use of English as a second

language.

4. Sometimes, the rubrics may be too complex that they may make the students feel

greatly overwhelmed by the expectation of the educator. In such a case, the students

may be demotivated, and the goals of the assignment may not be adequately met.

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Upload

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The article identified that talks about this tool is entitled Peer Review of iRubric -

Merlot posted in May 2009 and can be found at

https://www.merlot.org/merlot/viewCompositeReview.htm?id=385410.

References

Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational

leadership, 57(5), 13-19.

IRubric - RCampus Wiki. (2019). Retrieved from

http://help.rcampus.com/index.php/Rubrics

iRubric Is An Excellent Tool for Creating Rubrics and Gradebooks. (2019). Retrieved

from

https://www.educatorstechnology.com/2015/11/irubric-is-excellent-tool-for-creati

ng.html

iRubric: English as a Second Language Rubric - H3AXBB: RCampus. (2019).

Retrieved from

https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=H3AXBB&

Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative

assessment purposes revisited: A review. Educational research review, 9,

129-144.

Rubric, I. M. S. (2004). IMS Rubric specification.

TeachersFirst Review - iRubric. (2019). Retrieved from

https://www.teachersfirst.com/single.cfm?id=10444

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Comment Summary Page 4

1. Missing ) 2. Rubrics in general, iRubric allows individuals to build a rubric easily 3. Missing a ) 4. Rubrics in general, iRubric is a tool that allows individuals to build a rubric.

Page 5 5. I would move this paragraph to the beginning of the purpose. 6. See the link in my feedback box. Rubrics to help students understand expectations... but the second sentence is more the

point. I would switch the two around. Page 6

7. This section is great. Page 7

8. hurdles 9. In that past I did not do such detailed rubrics for this very reason. However, students had a hard time with the lack of

structure. 10. I used to not do such a detailed rubric for this reason. But students wanted the rubrics. it is a trade-off. 11. While this can be a disadvantage, getting the opinions of others can be an advantage. This can help others improve their

rubrics. 12. hurdles