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# Rubrics ppt

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The PPT explains the importance of Rubrics in teaching. Some examples of Rubrics in Mathematics also included - M.SRINIVASAN, FACULTY, ZIET, MUMBAI

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### Transcript of "Rubrics ppt"

1. 1. PRESENTED BY M.SRINIVASANPGT(MATHS), ZIET, MUMBAI
2. 2. A Rubric is a scoring tool that lists thecriteria or what counts’ for a piece of workA rubric is an evaluation tool that describesquality of work on a gamut (range) fromexcellent to poor.Specific characteristics of performance are detailedfor all quality levels.A Rubric measures student work against real-lifecriteria and is referred to as a form of authenticassessment.
3. 3. RUBRIC is a guide listingspecific criteria for grading orscoring academic papers,projects, or testsA scoring rubric is an attempt tocommunicate expectations ofquality around a task
4. 4. FOCUS ON MEASURING A STATED OBJECTIVE (PERFORMANCE, BEHAVIOR, OR QUALITY)USE A RANGE TO RATE PERFORMANCECONTAIN SPECIFIC PERFORMANCE CHARACTERISTICS ARRANGED IN LEVELS INDICATING THE DEGREE TO WHICH STANDARD HAS BEEN MET
5. 5.  A RUBRIC INCLUDES LEVELS OF POTENTIAL ACHIEVEMENT FOR EACH CRITERION, AND WORK OR PERFORMANCE SAMPLES THAT TYPIFY EACH OF THOSE LEVELSLEVELS OF ACHIEVEMENT ARE OFTEN GIVEN NUMERICAL SCORESA SUMMARY SCORE FOR THE WORK BEING ASSESSED MAY BE PRODUCED BY ADDING THE SCORES FOR EACH CRITERION. THE RUBRIC MAY ALSO INCLUDE SPACE FOR THE JUDGE TO DESCRIBE THE REASONS FOR EACH JUDGMENT OR TO MAKE SUGGESTIONS
6. 6. • Identify a learning goal• Choose outcomes that may be measured with a rubric• Develop or adopt (and adapt) an existing rubric• Share it with students• Assess / Grade• Analyze and report results
7. 7. • Needs Improvement...Satisfactory...Good...Exemplary• Beginning...Developing...Accomplished...Exemplary• Needs work...Good...Excellent• Novice...Apprentice...Proficient...Distinguished• Numeric scale ranging from 1 to 5, for example
8. 8. DESCRIBES LEVELS OF PERFORMANCE FOR EACHCRITERION TO ASSESS STUDENT PERFORMANCE ONEACH OF THEM.Analytical rubrics are designed to assessstudents work based on specified criteria anddifferent degrees of quality of the assignment.Analytic rubrics are more common because teacherstypically want to assess each criterionseparately, particularly for assignments that involvea larger number of criteria
9. 9. An analytic rubric resembles a grid with the criteriafor a student product listed in the leftmost columnand with levels of performance listed across the toprow often using numbers and/or descriptive tagsWhen scoring with an analytic rubric each ofthe criteria is scored individuallyThe cells within the center of the rubric may beleft blank or may contain descriptions of what thespecified criteria look like for each level ofperformance
10. 10. ADVANTAGESProvide useful feedback on areas of strength andweakness.Criterion can be weighted to reflect the relativeimportance of each dimension.DISADVANTAGES Takes more time to create and use than aholistic rubric. Unless each point for each criterion is well-defined raters may not arrive at the same score.
11. 11. ASSIGNS A LEVEL OF PERFORMANCE BYASSESSING PERFORMANCE ACROSSMULTIPLE CRITERIA AS A WHOLE.DOES NOT LIST SEPARATE LEVELS OFPERFORMANCE FOR EACH CRITERION.HOLISTIC RUBRICS TEND TO BE USEDWHEN A QUICK OR GROSS JUDGMENTNEEDS TO BE MADE
12. 12. A holistic rubric consists of a single scale with allcriteria to be included in the evaluation beingconsidered together (e.g., clarity, organization, andmechanics). With a holistic rubric the rater assigns a singlescore (usually on a 1 to 4 or 1 to 6 point scale)based on an overall judgment of the studentwork. The rater matches an entire piece of student workto a single description on the scale.
13. 13. ADVANTAGESEmphasis on what the learner is able todemonstrate, rather than what he/she cannot do.Saves time by minimizing the number of decisions ratersmake.Can be applied consistently by trained raters increasingreliability. DISADVANTAGES Does not provide specific feedback for improvement. When student work is at varying levels spanning thecriteria points it can be difficult to select the single bestdescription. Criteria cannot be weighted.
14. 14. FOR TEACHERS FOR STUDENTSAllow evaluation and assessment to Help them define "quality“be more objective and consistent Promote student awareness of aboutHelp focus to clarify his/her criteria in the criteria to use in assessing peerspecific terms performance Help students judge and revise theirProvide useful feedback regarding the own work before handing in theireffectiveness of the instruction assignments Clearly show the student how theirProvide benchmarks against which to work will be evaluated and what ismeasure and document progress expected
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