Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of Rubrics
Types of Rubrics
When to use Analytic/Holistic Rubrics?
Steps in the Design of Scoring Rubrics
What are RUBRICS?
•Rubrics are rating scales-as opposed to checklists-that are used with performance assessments.
•They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments.
•Rubrics are typically the specific form of scoring instrument used when evaluating student performances or products resulting from a performance task.
Prior to designing a specific rubric, a teacher must decide whether the performance or product will be scored holistically or analytically. The decision regarding the use of a holistic or analytic approach to scoring has several possible implications (Mertler, 2001):
The teachers must consider first how they intend to use the results. If an overall, summative score is desired, a holistic scoring approach would be more desirable. In contrast, if formative feedback is the goal, an analytic scoring rubric should be used.
It is important to note that one type of rubric is not inherently better than the other-you must find a format that works best for your purposes.
Other implications include the time requirements, the nature of the task itself, and the specific performance criteria being observed.
There is no single correct answer/response to a task (e.g., creative work).
The focus is on the overall quality, proficiency, or understanding of the specific content and skills.
The assessment is summative in nature.
The teacher is assessing significant numbers (e.g., 150 student portfolio).
Several teachers are collectively assessing student work. Descriptions promote consistent scoring.
Outside audiences will be examining rubric scores. Substantial feedback to students is desired.
Profiles of strengths and weaknesses are desired.
Designing Scoring Rubrics
Step 1: Re-examine the learning objectives to be addressed by the task.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t
want to see) your students demonstrate in their product, process, or performance.
Step 3: Brainstorm characteristics that describe each attribute.
Step 4a: For holistic rubrics, write thorough
narrative descriptions for excellent work and poor work incorporating
into the description.
Step 4b: For analytic rubrics, write thorough
narrative descriptions for excellent work and poor work for
each individual attribute.
Step 5a: For holistic rubrics, complete the rubric
by describing other levels on the continuum that ranges from excellent to poor work
for the collective attributes.
Step 5b: For analytic rubrics, complete the rubric by
describing other levels on the continuum that ranges from excellent to poor work
for each attribute.
Step 6: Collect samples of student work that exemplify each level. These will help you score in the future by
serving as benchmarks.
Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and revise it
prior to its next implementation.
– requires the teacher to score the overall process or product as a whole, without judging the component parts separately.
– the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score.