![]() ![]() Grading rubrics are effective and efficient tools which allow for objective and consistent assessment of a range of performances, assignments, and activities. you want to know whether students know particular facts, equations, methods, or procedures” (Arter & McTighe, 2001, p 28).in large-scale and “high-stakes” contexts, such as state-level accountability assessments.“It’s easier and faster to get consistent scoring.However, it may not be possible to account for each and every criterion involved in a particular task which could overlook a student’s unique solution (Arter & McTighe, 2001). when instructors are trying to judge consistently in different course sections” (Arter & McTighe, 2001, p 30)Īssesses a specific task.“ when students will not all be doing exactly the same task when students have a choice as to what evidence will be chosen to show competence on a particular skill or product.Criteria are assessed separately, as in an analytical rubric. ” (Arter & McTighe, 2001, p 22)Ī generic rubric contains criteria that are general across tasks and can be used for similar tasks or performances. Providing more specific information or feedback to students.Analytical rubrics take more time to score but provide more detailed feedback. Each criterion receives a separate score. Judging the impact of a product or performance” (Arter & McTighe, 2001, p 21)Įach criterion is assessed separately, using different descriptive ratings.Getting a quick snapshot of overall quality or achievement.“Use for simple tasks and performances such as reading fluency or response to an essay question.However, holistic rubrics do not provide detailed information on student performance for each criterion the levels of performance are treated as a whole. Because only one score is given, holistic rubrics tend to be easier to score. Holistic rubrics are good for evaluating overall performance on a task. HolisticĪll criteria are assessed as a single score. There are several types of rubrics including holistic, analytical, general, and task-specific. ![]() ![]() Pilot test new rubrics if possible, review the rubric with a colleague, and solicit students’ feedback for further refinements.ĭetermining which type of rubric to use depends on what and how you plan to evaluate. Consider providing more details about each of the rubric’s areas to further clarify these sections to students. Be sure students understand each criterion and how they can use the rubric to their advantage. As with any instructional tool, evaluate the rubric each time it is used to ensure it matches instructional goals and objectives. Therefore, it is not necessary to include “beginning level” descriptors in the same box where new skills are introduced. As a student is judged to move up the performance continuum, previous level descriptions are considered achieved in subsequent description levels. Examples of Criteria for a term paper rubric Criteria are derived from assignments, checklists, grading sheets or colleagues. Each assignment or performance will determine the number of criteria to be scored. Sample rubric demonstrating the key elements of a rubric CriteriaĬan easily tell from which sources information was drawnĬan tell with difficulty from where information cameĬannot tell from which source information cameĪll relevant bibliographic information is includedīibliography contains most relevant informationīibliography contains very little informationĬriteria identify the trait, feature or dimension which is to be measured and include a definition and example to clarify the meaning of each trait being assessed. The table below illustrates a simple grading rubric with each of the four elements for a history research paper. Typically designed as a grid-type structure, a grading rubric includes criteria, levels of performance, scores, and descriptors which become unique assessment tools for any given assignment. ![]()
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