Rubrics

1. PRESENTED BY: MUHAMMAD MUNSIF
ROLL NO. MSF1900315
PRESENTED TO: Dr. MUHAMMAD ANWER
COURSE TITLE: ADVANCED ASSESSMENT &
EVALUATION
PRESENTATION TOPICS:
ALTERNATIVE ASSESSMENT STRATEGIES
(INTEREST INVENTORIES)
(RUBRICS)

2. ALTERNATIVE ASSESSMENT
STRATEGIES
INTEREST INVENTORIES

3. WHAT IS AN INTEREST?
AN INTEREST IS A TENDENCY TO BECOME ABSORBED IN AN
EXPERIENCE AND TO CONTINUE IT
-
BINGHAM
INTEREST IS A FEELING OF LIKING ASSOCIATED WITH A
REACTION, EITHER ACTUAL OR IMAGINED TO A SPECIFIC
THING OR SITUATION.
-JONES

4. • Interests are considered as latent attentions and attentions are treated
as interest in action.
• Interests are conditioned stimuli related to goal objects.
• Interests are an aspect of personality development shaped by both
hereditary and environmental factors.
• Interests never become permanently fixed.
• Individual differences in interests are evident even in the pre-school
years.
• They are unique to an individual.
• They are expressed as likes or dislikes of activities, objects,
characteristics or people in the environment.

5. TYPES OF INTERESTS
1. EXPRESSED INTEREST
It refers to interest in an object, activity, subject of study or
occupation as verbally expressed by an individual
2. MANIFESTED INTEREST
This refers to the actual participation in an activity or
occupation
3. TESTED INTEREST
It refers to an individual’s interest as measured by interest
inventories

6. INTEREST AREAS
CONVENTIONAL
Conventional people like organization, structure, and stability. They prefer work that
requires attention to detail and routine.
INVESTIGATIVE
Investigative types enjoy solving complex problems and appreciate abstract ideas.
Science, math, and engineering are areas in which investigative types usually excel.
SOCIAL
Social types value relationships and gravitate towards the “helping” professions such
as nursing, counseling and teaching. They enjoy working with people and
communicating.

7. ARTISTIC
Creativity expression is highly valued by artistic types. They
prefer work that does not follow a clear set of rules or regulations.
REALISTIC
Realistic types enjoy working outdoors and prefer work that is
hands-on. They like using machinery or tools and would probably
not enjoy most office jobs.
ENTERPRISING
Enterprising types like to start and carry out projects. They don’t
mind taking risks and are well-suited for leadership roles.

8. INTEREST INVENTORIES
• It is a testing instrument designed for the purpose of measuring and
evaluating the level of an individual's interest in, or preference for, a
variety of activities; also known as an interest test
• An interest inventory is a self-report questionnaire
• This inventory identifies likes/dislikes along with what types of
activities are preferred
• Questions in inventories can also identify what methods and what
types of work (solitary vs. Group, for example) that individuals likes to
do

9. Taking an interest inventory requires completing a
questionnaire with a series of items about your likes
and dislikes. They will measure, for example, your
interests regarding leisure activities, work-related
tasks, people with whom you prefer to work, and
school subjects. To get the most accurate results,
answer each question as honestly as possible.
There are no right or wrong answers. The counselor
won't judge you based on your responses.

10. USES
• Interest inventories can be used alongside or combined with personality
assessments to give people a strong indication of the types of careers
they would “fit” well with
• Interest inventories are used by a variety of personnel such as career
counselors and personnel officers to help people clarify area in which
they interested
• Interest inventories are widely used in vocational counseling
• They are especially useful in helping high school and college students
become familiar with career options and aware of their vocational
interests

11. ADVANTAGES
• It epitomizes the strength of the relationship between a person and an
object
• It reveals individual interest through the preferences of a person in
circumstances where they could have a free choice from potential
alternatives
• It is an expression of individuality and free will and the right to forge one's
own way through life
• It helps in those instances where someone is undecided or as a basis for
career exploration
• Provide the individual with a range of occupations that could be explored

12. DISADVANTAGES
• The reports are complicated and can easily be
misinterpreted so they require a trained expert to
interpret results
• People’s interest keeps on changing
• Overdependence on results
• External factors

13. RUBRICS
HOLISTIC RUBRICS
ANALYTIC RUBRICS

14. WHAT IS A RUBRIC?
A rubric is a scoring guide that helps teachers evaluate student
performance, based on a range of criteria. A rubric lists the
criteria, or characteristics, that student work should exhibit and
describes specific quality levels for those criteria.
A rubric is a great tool for teachers because it is a simple way to
set up a grading criteria for assignments. Not only is this tool
useful for teachers, it is helpful for students as well. A rubric
defines in writing what is expected of the student to get a
particular grade on an assignment.

15. WHEN DO WE USE RUBRICS?
Anytime you have an extended response
from a student in speaking or in writing
that requires a subjective evaluation

16. WHY DO TEACHERS LIKE RUBRICS?
• When we are looking at extended responses made by our
students it is actually very PRACTICAL to have a rubric
• It makes scoring a little bit easier
• It ensures that scoring is consistent or reliable across multiple
students
• It does provide feedback and accountability to students. As
students are able to look at the descriptors of the proficiency level
and get an idea of their strengths and weaknesses

17. WHY DO STUDENTS LIKE RUBRICS?
• They are able to see the criteria for their success
• They are able to see their strengths and weaknesses
• Receive proper feedback
• Students are engaged and motivated when they know the criteria
on which they are being evaluated
• If students have worked with the rubrics or they have been using it
before and are familiar with it then it can provide them a sense of
stability across multiple assignments

18. TYPES OF RUBRICS

19. HOLISTIC RUBRIC

20. EXAMPLE OF HOLISTIC RUBRIC

21. ADVANTAGES OF HOLISTIC RUBRICS
• Speed up marking process
• Consistent marking across multiple students
• Yield a single score that is easy to interpret by an administrator to
place a student or to see whether the student is capable to be
admitted or not
• Easier to create than analytic rubrics
• It is useful when you have to score a lot of tests (e.g. Placement
tests) or exams (e.g. Final exams) quickly

22. DISADVANTAGES OF HOLISTIC RUBRICS
•Collapse a lot of criteria into a single grade
•Difficult to assess students accurately
•Do not provide specific feedback on strengths
and weaknesses
•Inconsistent across multiple scores

23. ANALYTIC RUBRIC

24. EXAMPLE OF AN ANALYTIC RUBRIC

25. ADVANTAGES OF ANALYTIC RUBRICS
• Provide very specific feedback to students so they can clearly see their
strengths and weaknesses
• As subskills are broken out, so they can be weighted differently
For example, if a teacher is teaching a grammar course where students are
asked to write a paragraph. In their assessment of writing the teacher can weight
the grammar component of the task more heavily than content and
organization
• Produce more accurate and consistent scores because each subskill is
being assessed individually so judgments of each subskill can be made
separately

26. DISADVANTAGES OF ANALYTIC RUBRICS
• More time required to score students texts because each subskill is
being judged separately
• Harder to develop (more descriptors)
• Difficult to avoid descriptor overlap and ambiguity
• May not allow you to assess the overall effect of a text
For example, you may have a student who produces a writing text that is fairly
weak in terms of grammar but overall that text is creative and interesting but you
are judging that student on the basis of analytic rubric therefore you can’t capture
his/her overall performance.

27. CHOOSING BETWEEN ANALYTIC AND
HOLISTIC RUBRIC
Choice can be determined on the reasons of practicality and
the reason for your assessment
So, if you have a lot of tests to score then you will choose
holistic type of rubric
But, if you have fewer students to score and you want to
give a good feedback to your students then you may
choose analytic type of rubric

28. SCORING SCALE CONSIDERATIONS
•How many divisions do you want?
The more divisions you have, the more difficult
it is to write descriptors
•Where do you want to start your scoring
scale?

29. SUBSKILLS/CRITERIA CONSIDERATIONS
• What do you want to evaluate?
• Common subskills for writing:
• Content
• Organization
• Grammar/accuracy
• Other subskills:
• Spelling
• Vocabulary range

30. DESCRIPTOR CONSIDERATION
What are you looking for at each grade level
for each subskill?

31. GENERAL TIPS FOR CREATING RUBRICS
• It is a good idea to draft and pilot test your rubric before
using it
• Use old assignments
• Feedback from colleagues
• Feedback from students
• Remember to update and improve your rubric as necessary
• Experiment with rubric websites
• Select from pre-written subskills or write your own
• Select from pre-written descriptors or write your own