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Rubrics as an Assessment Tool

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by

Theresa Whitney

on 25 November 2013

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Transcript of Rubrics as an Assessment Tool

Assessment Tool: Rubrics
HOW TO USE RUBRICS
INFORMATION PROVIDED BY RUBRICS
Provides a description of various quantitative levels of performance (and varying degrees of mastery)
Gives quick and clear summary of performance levels across a scoring scale
Monitors students' learning progress and allows for revision of lesson plans & activities
RELATION TO CHILD FUNCTIONING
Develop understanding of expectations
Develop and improve learning skills
Facilitate student's meta-cognitive processes
Facilitate self-evaluation, revision and reflection
Facilitate student's planning and time management
Influence on levels of anxiety
PURPOSE
Improve and guide student learning
Ensure accountability for student achievement of expectations
Provide feedback on work in progress, strengths and areas of improvements
Assess students based on performance criteria to describe levels of achievement for a process or a product
VALIDITY AND RELIABLITY
Limited supporting empirical evidence
Ranging inter-rater reliability
High intra-rater reliability (aα= 0.7)
Varying definitions and corresponding rates of validity
RECOMMENDATIONS
Involve students in designing rubric
Share rubrics with students before assignment or evaluation
Training for teachers using the rubrics
Models for concrete examples of expectation


Identify curriculum expectations
Align the curriculum expectations with the achievement chart categories
Determine the content standards that will be evaluated based on the expectations
Attach the qualifiers that assess the level of achievement
Determining the performance standards (provide specific descriptors)
To evaluate, determine student's level of progress and/or product based on the specified criteria
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Analytic Rubric
Holistic Rubric
For Teachers
For Students
Communicates what exemplary work should look like
Provides explicit expectations and feedback
Allocates time and resources needed for the planning and completion of task
Enhances discussion of the relationship between student learning and assessment
LIMITATIONS OF RUBRICS
Teacher-student interpretation
Evaluator biases
Not applicable as a form of evaluation for all types of student work
Time consuming to create an effective rubric
Time efficient
Increases quality of teacher instruction
Communication tool between teachers, students and parents
Sets standard and tone of overall learning goals
(Hafner, 2003)
References

Gallo, A. M. (2004). 5 simple steps to designing a rubric. Strategies, 17(5), 21-24. Retrieved from http://search.proquest.com/docview/214546330?accountid=14771

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. Retrieved from http://search.proquest.com/docview/61950987?accountid=14771

Ontario Ministry of Education. (2010). Growing Success. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

Renfrew County Catholic District School Board. (2010).Effective elementary assessment and evaluation classroom practices. Retrieved from http://rccdsb.edu.on.ca/files/2010/04/sm-Assessment-tools.pdf

Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research & Evaluation, 15(8), 9. Retrieved from http://search.proquest.com/docview/889926894?accountid=14771

Rezaei, A. R., & Lovorn, M. (2010). Reliability and validity of rubrics for assessment through writing. Assessing Writing, 15, 18-39.

Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130-144. Retrieved from http://search.proquest.com/docview/61950987?accountid=14771

Ontario Ministry of Education. (2010). Growing Success. Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf

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