scoring rubrics

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scoring rubrics

  1. 1. 3.3 scoring rubrics
  2. 2. Scoring rubrics • - are descriptive scoring schemes that are developed by the teachers or other evaluators to guide the analysis of the products or process of students’ efforts. • - are typically employed when a judgement of quality is required and maybe used to evaluate a broad range of projects activities. 3.3 scoring rubrics
  3. 3. Criteria Setting • The criteria for a scoring rubrics are statements which identify “what really counts” in the final output. 3.3 scoring rubrics
  4. 4. Major criteria for product assessment” • Quality • Creativity • Comprehensiveness • Accuracy • Aesthetics 3.3 scoring rubrics
  5. 5. Substatements Topic: Three hundred years of Spanish rule in the Philippines • Interrelates the chronological events in an interesting manner. • Identifies the key players in each period of the Spanish rule and the roles that they played. • Succeeds in relating the history of Philippine Spanish rule. 3.3 scoring rubrics
  6. 6. When are the scoring rubrics an appropriate evaluation technique? • - Grading essays is just one example of performances that may be evaluated using scoring rubrics. 3.3 scoring rubrics
  7. 7. Scoring rubrics may be used: • Evaluate group activities • Extend projects and oral presentations 3.3 scoring rubrics
  8. 8. Authentic assessment • Checklist may be used rather than scoring rubrics in the evaluation of essays. 3.3 scoring rubrics
  9. 9. Checklist • Enumerate a set of desirable characteristics which are actually observed. 3.3 scoring rubrics
  10. 10. Scoring rubrics • Based on descriptive scales and support the evaluation of the extent to which criteria have met. • “purpose of assessment” 3.3 scoring rubrics
  11. 11. Benefits of scoring rubrics in the evaluation process • 1. support the examination of the extent to which the specified criteria have been reached. • 2. provide feedback to students concerning how to improve their performances. 3.3 scoring rubrics
  12. 12. General vs. Task Specific. 3.3 scoring rubrics
  13. 13. 1 • The identification of the qualities and attributes that the teacher wishes to observe in the students’ outputs that would demonstrate their level of proficiency. 2 • determined whether holistic or an analytical rubric would be more appropriate 3 • The identification and definition of the criteria for lowest level of performance. Process of development scoring rubrics 3.3 scoring rubrics
  14. 14. A note of caution: • It is suggested that each score category should be defined using descriptors of the work rather than value-judgement about the work (Brookhart, 1999) • For example,” student’s sentences contain no errors in subject-verb agreements,” is preferable over, “student’s sentences are good”. • 3.3 scoring rubrics
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