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Assessment of Student Learning 2: Rubrics


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Assessment of Student Learning 2: Rubrics

  1. 1. RUBRICSAssessment of Student Learning 2
  2. 2. IMPORTANT ELEMENTS OF RUBRICS• Criteria• Levels of Performance• Descriptors
  3. 3. CRITERIA• One or more traits or dimensions that serve as the basis for judging the student response.
  4. 4. •Definitions and examples to clarify the meaning of each trait or dimension.
  5. 5. LEVELS OF PERFORMANCE• A scale of values on which to rate each dimension
  6. 6. DESCRIPTORS• Spell out what is expected of students at each level of performance for each criterion
  8. 8. 1. Identify the qualities and attributes that the teacher wishes to observe in students’ outputs that would demonstrate their level of proficiency.
  9. 9. 2. Decide what type of rubric to use, whether analytical or holistic.
  10. 10. 3. Identify and define the standards of excellence for lowest level of performance.
  11. 11. 4. Test whether the scoring rubrics is “reliable” by asking two or more teachers to score the same set of projects or outputs and correlate their individual assessments.
  13. 13. 1. Talk with colleagues.
  14. 14. 2. Gather sample rubrics.
  15. 15. 3. Keep it short and simple. Ideally, the entire rubric should fit on one sheet of paper.
  16. 16. 4. Each rubric item should focus on a different skill.
  17. 17. 5. Focus on how students develop and express their learning.
  18. 18. 6. Begin with describing the highest (or lowest) level. After you write the descriptors for the highest level, note the words in that box that will vary from one student performance to another. These words will be the one that you will change as you write the next levels.
  19. 19. 7. As much as possible, avoid odd numbers in the rating scale. (Studies show that evaluators tend to choose the neutral middle grade more often in odd- numbered scales.
  20. 20. ENDPresented by Alyssa Denise A. Valino