Languages Online - LOTE Rubric Maker

What are 'Student attributes'

When making a rubric, the LOTE Rubric Maker uses two sets of criteria to select the relevant standards and progression points:

The Level (and for the LOTE domain the Pathway and language group)
The ‘Student Attributes’ selected.

In the LOTE Rubric Maker each standard, progression point and progression measure in the VELS is linked to a key student attribute.

These attributes describe the types of skills, knowledge and behaviours students need to actively use to complete a particular task. They identify the attributes that students need to demonstrate achievement of the standard, progression point or LOTE progression measure. When displayed the attributes (which may differ according to VELS level) are grouped in ten categories.

When using the LOTE Rubric Maker teachers should select the attributes that identify:

What the student will be doing to complete this task. For example; adapting, speaking in the LOTE, understanding relationships.
What the student will use to complete this task. For example: concepts of time, fieldwork, strategies for learning.

The attributes selected are used to search the appropriate VELS level for standards that require these skills, knowledge and behaviours. Matching standards are then displayed, and the teacher can select the specific standards that describe the teaching and learning associated with the task.

Why are the attributes grouped in categories?

The VELS address a wide range of skills, knowledge and behaviours, and so there are a large number of possible attributes that identify what the student may be doing or using to complete a task. The attributes are grouped in categories to make them easier to find.

Language skills

Student attribute	key knowledge, skills and behaviours from the VELS
Intercultural knowledge	use of knowledge about the language, its speakers, and countries where it is spoken. understanding of similarities and differences in cultural practices use of culturally appropriate behaviours and language applying relevant conversational rules and expectations use of culturally appropriate writing conventions participation in intercultural scenarios contributing to the cultural ambience of the classroom interaction with members of the language community in Australia identifing ways in which the language and culture has impacted on Australia
language awareness	knowledge of the language and its speakers, and places where it is spoken comparison between the target language and English explaining rules organising grammatical information and knowledge of words applying knowledge of language in new contexts strategies for checking and self-correcting language learning strategies
listening in the LOTE	sound discrimination recognition of cognates comprehension of information using cues and listening strategies identifying particular points and details evaluation of information heard
speaking in the LOTE	saying words and sentences participation in oral interactions initiating and leading conversations responding appropriately adapting language for the context expressing opinions and ideas
reading in the LOTE	making meaning from letter and character combinations reading aloud applying knowledge of pronunciation, punctuation, tone and letter-sound variations in particular contexts reading texts for meaning demonstrating understanding of texts
writing in the LOTE	copying letters, characters and words using accents, tone markers and punctuation writing words and sentences based on models generating original sentences and paragraphs creating texts with linked paragraphs for specific audiences and purposes using the conventions of different text types
using body language with the LOTE	using gesture and body language appropriately adapting facial expression using sign language

Relating to others

Student attribute	key knowledge, skills and behaviours from the VELS
relationships between people	building friendships relating to others identifying roles participation participate in team work
community	relating to community participate in community activities relating the global and the particular understanding culture
interacting with people	interacting audience awareness being inclusive sharing taking care of self/others resolving conflict
presentation skills	performing audience awareness presenting data presenting
communication skills	communicating discussing audience awareness expressing themselves retelling comprehending describing explaining
understanding relationships	understanding relationships

Personal behaviours

Student attribute	key knowledge, skills and behaviours from the VELS
risk	risk assessment risk taking
responsibility	risk assessment risk taking
safety	assuming different roles assuming responsibility looking after things ensuring safety being physically aware taking care of self/others
wellbeing and lifestyle	taking care of self/others self identify understanding a healthy lifestyle understanding hygiene
physicality	being physically aware doing a physical activity movement moving

Personal learning

Student attribute	key knowledge, skills and behaviours from the VELS
managing learning	managing learning meeting a task brief organising techniques planning self organisation setting goals
learning strategies	strategies for learning using learning strategies working independently participating in team work
improving performance	monitoring improving performance practising rehearsal
modifying behaviours	modifying behaviours/products learning from mistakes self correcting

Applying thinking processes

Student attribute	key knowledge, skills and behaviours from the VELS
personal reflection	self identity self reflection self evaluation
abstract representations	making abstract representations visualising mapping finding patterns generalising
working things out	calculating categorising locating things measuring problem solving estimating analysing
strategic thinking	deducing proposing solutions creativity decision making justifying framing research questions questioning strategic thinking synthesising

Relationships between things

Student attribute	key knowledge, skills and behaviours from the VELS
cause and effect	identifying cause and effect
differences and similarities	identifying difference identifying similarities making comparisons
limitations	identifying limitations
sequence	sequencing planning
connections	making connections understanding relationships relating the global and the particular
understanding relationships	understanding relationships

Using resources

Student attribute	key knowledge, skills and behaviours from the VELS
managing resources	using resources using appropriate materials managing resources fieldwork collecting data recording data
evidence	evaluating evidence selecting using supporting evidence researching
techniques and tools	using ICT using appropriate techniques using appropriate tools using equipment using appropriate materials

New applications for skills, knowledge and behaviours

Student attribute	key knowledge, skills and behaviours from the VELS
new applications	applications using information for new applications combining skills processing information
responding to stimuli	responding to stimuli considering evaluating evidence contributing comprehending
exploring things	exploring exploring meaning exploring text inquiry investigating
trying things out	extrapolating improvising innovating simulating modelling using initiative
rules and instructions	following rules/instructions mapping

Work products

Student attribute	key knowledge, skills and behaviours from the VELS
creating and making	composing constructing creating model making
processes	producing designing meeting a task brief planning

Ideas with cross domain applications

Student attribute	key knowledge, skills and behaviours from the VELS
concepts of time	concepts of time
spatial concepts	spatial concepts
identifying key ideas	identifying key ideas
culture	understanding culture
values	reflecting on values
change and continuity	understanding change understanding continuity adapting
ICT	using ICT
democracy	understanding democracy
environment	sustainability considering the environment

Key concepts from discipline based learning

Student attribute	key knowledge, skills and behaviours from the VELS
The Arts	The Arts
English	English
Humanities	Humanities
Economics	Economics
Geography	Geography
History	History
Mathematics	Mathematics
Science	Science

Why do some attributes appear in more than one category?

Some attributes have a variety of meanings from different perspectives, so they fit well into more than one category.

For example, understanding relationships can mean relationships between people, relationships between humanity and the environment, relationships between events, chemical processes, members of a set, etc. Consequently, the attribute understanding relationships may appear in the categories working with others and understanding general concepts.

This attribute appears in both categories, because if a teacher is thinking in terms of relationships between processes for example, they may not think to look in working with others for associated attributes.

There are a small number of these multidimensional attributes, and they need only be selected once per student product to call up all associated standards

What happens if the attributes don’t quite capture what the teacher had in mind for assessment?

Every statement from every standard, progression point and progression measure from every domain has been associated with more than one attribute from this list. If attributes that approximately capture what was intended for assessment in a particular student product are chosen, then there is a high probability that virtually all of the relevant standards statements at the level will appear, because the standards statements are identified from a number of different angles.

It is important to think carefully about what is being explicitly taught, learnt and assessed in a task. This will help to focus the teaching and learning, to keep expectations for each student product associated with the task realistic, and to generate a manageable number of standards to assess against for these short activities. This thinking will assist in identifying a small range of relevant attributes leading to a selection of standards statements that make a useful assessment rubric for assessment of, as or for learning within the VELS.

Contact: Languages Online Team (languages.online@edumail.vic.gov.au)
Created on: Friday, October 10th, 2008 | Page last updated: Monday, 1st December 2008

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LOTE Rubric Maker – Student Attributes