Scoring Rubrics and Rating Scale
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Topic: Scoring Rubrics and Rating Scale Student Name: Parkash Mal Class: B.Ed. Hons Elementary Part (II) Project Name: “Young Teachers' Professional Development (TPD)" "Project Founder: Prof. Dr. Amjad Ali Arain Faculty of Education, University of Sindh, Pakistan
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Scoring Rubrics and Rating Scale
- 2. TOPIC: SCORING RUBRICS AND RATING SCALES PRESENTER: PARKASH MAL ROLL NO: 2K16/BEDEL/39 DEPARTMENT: B.ED ELEMENTARY (HONS) SUBJECT: CLASS LROOM ASSESSMENT SUBMITTED TO: DR. AMJAD ALI ARAIN UNIVERSITY OF SINDH FACULTY OF EDUCATION
- 3. WHAT IS RUBRICS? A rubric is a scoring tool that explicitly represents the performance expectations for an assignment. In education terminology Rubric means "A scoring guide" used to evaluate the quality of student constructed response. Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement and a scoring strategy. They are often presented in Table formate and can be used by Teachers when marking and by
- 4. WHAT IS SCORING RUBRICS? A scoring rubrics is an attempt to communicate expectations of quality around a task. In many cases scoring rubrics are used to delineate consistent criteria for grading. A scoring rubrics can also provide a basis for
- 5. COMPONENTS OF A SCORING RUBRICS Scoring rubrics include one or more dimensions on which performance is rated,definitions and examples that illustrate the attributes being measured, and a rating scale for each dimension. Dimensions are generally reffered to
- 6. TYPES OF RUBRICS Holistic Rubrics: Overall description of the entire product/performance rather than the component. Score the overall quality, proficiency, understanding of the specific content and skills without judging the component parts separately. Consider the criteria in combination on a single descriptive scale. Analytic Rubrics: Level of performance are described for each criteria.
- 7. Give feedback to students regarding how to improve their performance. Provide description at each level of performance regarding: what is expected for each criteria.
- 8. Why use a rubrics? Test score and Grade: Monitor learning Test score: Tell students where they stand in term of a total number of points. Example: Seeta scored 80 out of 120 points or Bill received a higher score than 65% of the class. Grade: Convey to students our judgment of their work.
- 9. RUBRICS: Promote Learning Rubrics reveal how students' work compares to a standard Provide students a clear understanding of expectation Communicate specific and immediate feedback Help students to become self- reliant,self-directed,and self-assessing
- 10. Advantage of Scoring Rubrics Rubrics help measure higher-order skills or evaluate complex tasks. Rubrics help clarify vague, fuzzy goals. Rubrics help students understand your expectations. Rubrics help students self -improve. Rubrics can inspire better student performance. Rubrics improve feedback to students. Rubrics make scoring easier and faster.
- 11. Rubrics can be used to assess: essays/papers Projects Lab work Presentations Exam questions Exhibits Performances Portfolios of student work
- 12. CRITERIA 5–EXCELLENT 4–VERY GOOD 3–ADEQUATE 2–LIMITED 1–POOR INFORMATI ON AND QUALITY ORGANIZAT ION Main points are very clear and very detailed Informat ion is directly linked to presentati on topic Informat Main points are clear and detailed Informat ion is linked to presentati on topic Informat ion is well organized Main points are somewhat clear but use more detail Most information is linked to the presentatio n topic Informati on is n points are not clear and lack significant detail Some information is linked to the presentatio n topic Informati on is Presentati on lacks main points and related details Informatio n lacks connection to the presentation topic Informatio n is not organized Scoring rubrics for presentation
- 13. NONVERBA LCOMMUN ICATION speaker spears very comfortable and confident Speaker consistently faces the audience and and maintenance good eye contact Speaker consistently appears to enjudgien with the audience Speaker uses body motions and gestures Speaker appears fairly comfortable and confident Speaker generally faces the audience and maintenance good eye contact Speaker generally appears to be engaging with the audience Speaker uses body motions and Speaker appears generally at ease and confident Speaker sometimes faces the audience and maintains eye contact Speaker sometimes appears to be engaging with the audience Speaker's body motions and gestures neither support nor detract from presentation Speaker appears uneasy and somewhat insecure Speaker rarely faces the audience are makes eye contact Speaker rarely appears to be engaging with the audience Speaker uses few body motions or gestures or has gestures or movements that distract the audience Speaker appears very uneasy and insecure Speaker faces away from the audience or makes no eye contact Speaker appears disengaging from the audience Speaker lacks any body motions or gestures or demonstrates ( consistently distraction body motions or gesture
- 14. QUALITY VERBAL COMMUNI CATION Speakers voice is very confident steady strong and clear Speakers talking pace is consistently appropriate Speakers voice is steady strong and clear Speakers talking pace is mostly appreciate Speakers voice is generally steady strong and clear Speakers talking pace is appreciate Speakers voice is frequently too weak or too strong Speakers talking pace is often too slow or too fast Speakers voice is consistently too weak or too strong Speakers talking pace is consistently to slow or too fast VISUAL TOOLS Visual aids are very creative, clear and easy to read Presentati on is consistently enhanced by the visual aids are usually creative ,clear and easy to read Presentat ion is often enhanced Visual aids are reasonably creative, clear and easy to read Presentatio n is sometimes enhanced by the visual tools Visual aids have limited creativity or clarity or are sometimes difficult to read Presentatio n is not enhanced by the visual tools Visual aids demodemons trate no creativity or clarity and or often difficult to read Presentatio n is weakened by the visual tools
- 15. APPROPRIA TE USE OF VOCABULA RY All terms are include in the presentati on Used in unique and creative ways Used in context All terms are include in the presentati on Used effectively Used in context Most terms are included in the presentatio n Generally used appropriate ly Generally used in appropriate context Several terms are included in the presentatio n May or may not be used appropriate ly May lack context Few or no terms are included in the presentati on May or may not be used appropriat ely Lacks context OVERALL PRESENTATI ON EFFECTIVEN This was an exceptional presentatio n and extremely This was a very good presentatio n and very effective I'd give This presentati on was good and effective I'd give This presentatio n was average and somewhat effective This presentatio n was weak and not effective I'd give
- 16. Rating scales