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According to Nitko and Brookhart (2007), A scoring rubric is a coherent set of rules used to assess the quality of a students performance. The rules guide your judgement and ensure that you apply your judgements consistently.
WHY IS IT NECESSARY?
It improves the validity of the assessment.
It gives a clear guide as to what is expected of students. It makes grading or assessment more objective rather
than subjective.
It enhances the quality of direct instruction.
It encourages reflection
Components of a Rubric
Criteria
Levels/Dimensions Descriptors Weight
Types of Rubrics
Task-Specific Rubric Describes the performance
1.
2.
Types of Rubrics
General/generic Rubrics Describes performance
quality in general terms so the scoring can be applied to many different tasks.
Advantage: -can use the same rubric across different tasks
-instructional and informative Disadvantage: feedback may not be specific enough for students. Use when: 1. you want to assess reasoning, skills, and products. 2. all students are not doing exactly the same task.
Types of Rubrics
Holistic Rubric Requires you to make a judgement
Types of Rubrics
Analytic Rubric Requires you to evaluate specific
scored individually
Weighing Rubrics - A weighted rubric is an analytic rubric in which certain concepts are judged more heavily than others.
Identify and assess Assess the student work as individual components of a a whole. finished product. Several criterion are Each criteria receives a included in each level. separate score. Simple to create and Takes longer to create and quickly scored score Gives diagnostic Summative & less detailed information and feedback
Analytic Rubric
Criteria
Definition
3
Pollution was clearly defined One type was clearly named The causes of the selected type were clearly explained
2
Pollution was defined One type was named The causes of the selected type were explained
1
Pollution was somewhat defined One type was hinted The causes of the selected type were somewhat explained The effects of the type of pollution were somewhat discussed
0
Pollution was not defined No type was named
Score
No explanation
Effects
The effects of the The effects of the type of type of pollution pollution were clearly were discussed discussed Possible prevention methods were clearly named and discussed. Excellent understanding and critical thinking displayed Writing was wellorganized and cohesive Possible prevention methods were named and explained Understanding and thinking were displayed Writing was organized and understandable
No discussion
Prevention
Possible prevention methods were indicated Moderate to vague understanding and thinking displayed
No Possible prevention methods were named nor explained Poor understanding and thinking displayed
Writing mechanics
Writing was almost Writing was disorganized organized and and off-task somewhat sequential
dimensions.
Scoring tends to be more consistent across students and
grades.
Easier for the teacher to share with students and parents
work.
student achievement.
Easily obtain a single dimension - if that is
performance
Top-Down Approach
Nitko, A.K., & Brookhart, S.M. (2007) Educational Assessment of Students. New Jersey: Pearson.
Step 1
Adapt or create a conceptual framework of achievement dimensions describing the content and performance that you should assess.
Step 2
Develop a detailed outline that arranges the content and performance in a way that identifies what should be included in the general rubric.
Top-Down Approach
Nitko, A.K., & Brookhart, S.M. (2007) Educational Assessment of Students. New Jersey: Pearson.
Step 3
Craft a general scoring rubric that conforms to this detailed outline and focus on the important aspects of the content and process to be assessed across different tasks. This general rubric can be shared with students. It can also be used as it is to score students work. It can also be used to craft other specific rubrics.
Top-Down Approach
Nitko, A.K., & Brookhart, S.M. (2007) Educational Assessment of Students. New Jersey: Pearson.
Step 4
Craft a specific scoring rubric for the specific performance task you are going to use.
Step 5
Use the specific scoring rubric to assess the performance of students. Use this experience to revise the rubric as necessary.
Bottom-Up Approach
Nitko, A.K., & Brookhart, S.M. (2007) Educational Assessment of Students. New Jersey: Pearson.
Step 1
Read the responses and sort all of them into three groups: high, medium and low quality responses.
Bottom-Up Approach
Nitko, A.K., & Brookhart, S.M. (2007) Educational Assessment of Students. New Jersey: Pearson.
Step 3
After sorting, study each sample within each group and write very specific reasons why you put that response into that specific group.
Bottom-Up Approach
Nitko, A.K., & Brookhart, S.M. (2007) Educational Assessment of Students. New Jersey: Pearson.
Step 4
Look at your comments across all categories and identify the emerging dimensions.
Step 5
Write student-centered descriptions of the typical responses at each level/dimension within each group.
performance
Match the type of rating with the purpose of the
assessment
The descriptions of the criteria should be directly
observable.
References/Bibliography
Craig A. Mertler Educational Foundations & Inquiry Program
College of Education & Human Development Bowling Green State University Bowling Green, OH 43403 mertler@bgnet.bgsu.edu Retrieved from http://pareonline.net/getvn.asp?v=7&n=25
"Design Your Own Rubric" by Julie Luft, Science
Scope, February 1997. Retrieved from http://www2.gsu.edu/~mstnrhx/457/rubric.htm Principles and Practice Based Instruction. (4th. Ed). Boston:
Assessment of
References/Bibliography
TeacherVision: http://www.teachervision.fen.com/teaching-
methods-andS8NZ
management/rubrics/4586.html#ixzz2AOmR
http://web.mnstate.edu/instrtech/scmodules/Rubrics/rubrics/rubrics2
.html
http://www.edutopia.org/assessment-guide-rubrics http://faculty.academyart.edu/export/sites/faculty/assets/faculty/SPORE_
webreportwithsummary.pdf
References/Bibliography
http://www2.gsu.edu/~mstnrhx/457/rubric.htm
http://epsyrubrics.wetpaint.com/page/Advantages+an
d+Disadvantages+of+the+Rubric
http://web.mnstate.edu/instrtech/scmodules/Rubrics
/rubrics/rubrics4.html
http://www.lavc.edu/profdev/utilizingrubrics.pdf