UNIT III - 4. Rubrics and Affective domain tool

1. RUBRICS
INTRODUCTION:
The word Rubric comes from the Latin word
for red.
The online Merriam-Webster dictionary lists
the first meaning of rubric as "an authoritative
rule"
 and also it refers as "a guide listing specific
criteria for grading or scoring academic papers,
projects, or tests.“
 A rubric is a great tool for teachers because it is
a simple way to set up a grading criteria for
assignments.
 this tool is useful not only for the teachers but
also it is helpful for students.

2. Purpose and uses of
rubrics The main purpose of rubrics is to assess
performances.
 Provides tool for systematic recording
of observation .
 Provides tool for self –assessment
 The teacher can evaluate their specific
skills, attitudes, behaviour etc..
 For clarifying the students instructional
needs by presenting a record of current
accomplishments.

3. Types of Performances That Can Be Assessed with
Rubrics

4. Type of Performance Examples
Processes
•Physical skills
•Use of equipment
•Oral communication
•Work habits
=>Playing a musical
instrument
=>Preparing a slide for the
microscope speech
=>Making a to the class
=>Reading aloud
=>Conversing in a foreign
language
=>Working independently
Products
=>Constructed objects
=>Written essays, themes,
reports, term papers
=>Other academic products
that demonstrate
understanding of concepts
=>Handmade apron
=>Watercolor painting
=>Laboratory report
=>Term paper on theatrical
conventions in Shakespeare's
day
=>Model or diagram of a
structure (atom, flower,
planetary system, etc.)
=>Concept map

6. Advantages and importance of
Rubrics
 Helps the grading process become more
efficient
 Helps faculty to grade/score more
accurately, fairly and reliably
 Supports uniform and standardized grading
processes among different faculty members
 Clarifies quality expectations to students
about their assignments
 Students can understand better the
rationale and the reason for grades

7. Disadvantages of Rubrics
 Development of rubrics can be complex
and time-consuming
•Using the correct language to express
performance expectation can be difficult
 Defining the correct set of criteria to
define performance can be complex

8. ASSESSMENTS
TOOLS
FOR AFFECTIVE
DOMAIN

9. There are three categories are in
educational activities
Cognitive
Domain
Affective
Domain
Psychomotor
Domain

10. • Cognitive is for mental skills
(Knowledge)
• Affective is for growth in feelings or
emotional areas (Attitude)
• Psychomotor is for manual or physical
skills (Skills).

11. AFFECTIVE DOMAIN :
• 5 Components
* Receiving
* responding
* valuing
* organisation
* characterization

12. EXAMPLES :
RECEIVING - TO LISTEN
RESPONDING - TO ANSWER A QUESTION
VALUING - VOLUNTARILY ATTENDING
LECTURES
ORGANISATION - TO ARRANGE
CHARACTERISATION - TO REVISE

13. TOOLS USED IN ASSESSMENT
• ATTITUDE SCALES
• MOTIVATIONAL SCALES
• INTEREST INVENTORY

20. Advantages
• we can get the quality of a thing.
• According to it we can change the respondents
• we can analyse the new curriculum after getting
students attitude
 they are not able to understand the concept
 no one studies the form
Disadvantages

21. MOTIVATIONAL
SCALE

22. Meaning
• Motivation is a set of internal and external
facts and arguments used to support to attain
a goal.
• The Motivation Assessment Scale (MAS) is a
rating scale that assesses functions of problem
behavior in individuals with developmental
disabilities through informant responses.

24. Effective ways for motivation
• Encourage the students
• Get them involved
• Offer incentives (Award)
• Get creative
• Draw connections of real life

26. Meaning of interest
 Getting involved oneself with a thing or
activity shows his interest in that.
 No compulsion in such involvement.
Interest – is a behaviour orientation towards
certain objects, activities or experiences.
Voluntary
involvement
Indication
interest

27. Definition of interest
Bingham has defined interest as “ a tendency to
become absorbed in an experience and to
continue it”

28. Interest inventory
• It is a testing instrument designed for the
purpose of measuring and evaluating the level
of an individual interest.
• Test to measure interest are developed in
three board areas
General interest Vocational
interest
Educational
interest

29.  The kind of interest measurable are subjective in
nature and are obtained by interest inventories.
 Guildford – close relationship between a
person’s interest and vocation.
Interest in mechanics
Interest in business
Interest in science

30. Some important interest inventories
Kuder preference record
Which could be administered to pupils between the
age of 9 and 16 , published in 1939 and revised in
1949.
 The blank contains 504 items, each offering three
possible choices.
 Develope new varieties of flowers.
 Conduct advertising campaign for florists.
 Take telephone orders in florist shop.

31. Strong vocational interest blank(SVLB)
 E.K. Strong of standford university, U.S.A.
published his vocational interest blank in 1927.
 It was subsequently revised in 1915.
 It there were listed 47 vocations for men and 28
vocations for women under 11 sections.
 The main purpose of SVLB is to compare how far
the interests and preferences of the testee agree with
those of successful persons

32. Strong campbell interest inventory (SCLL)
 David p. campbell modified strong vocational
interest Blank and published it in 1974 with 325
items.
Occupation
School
subjects
Activity in
day to day
life
Amusement
Day-to-day
contact

33. THRUSTONE’S OCCUPATIONAL INTEREST
SCHEDULE
ώ This was developed by L.L.Thurstone.
ώ The paring is done in such a way that a
particular occupation placed first in a pair gets
placed second in another combination of two
occupations.
Physical interest Biological interest Business
interest
Physicist Physician Banker
Engineer Physicist Machine Designer

34. LEE-THORPE OCCUPATIONAL
INTEREST INVENTORY
 The occupation interest inventory developed by
Lee and Thorpe, consisting of 240 items, attempt to
measure one’s occupation related interest.
 The area of occupation contained in the
occupation interest inventory are:
Social interest
Related to ’Nature’
Mechanical
Arts
Science