Rubrics are scoring guides used to evaluate student work. There are two main types of rubrics: holistic and analytic. Holistic rubrics evaluate the overall quality of student work on a scale, while analytic rubrics evaluate different dimensions of work separately. Well-designed rubrics increase the reliability and validity of assessments by clarifying expectations. They also provide students with useful feedback to improve. Teachers should consider the purpose and content of assessments when constructing rubrics to ensure they accurately measure learning objectives.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
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
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Performance Based Assessment with Rubrics
** Reminder
download the presentation for a clear instruction. slide 15 has animation and it is an important part in creating a rubric.
This includes the process how you can construct a test for academic achievement of the students. Characteristics, principles, types, steps all are discussed here. Calculation of weightage and difficulty level and also making of blue print is also included.
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
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
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Performance Based Assessment with Rubrics
** Reminder
download the presentation for a clear instruction. slide 15 has animation and it is an important part in creating a rubric.
The purpose of this presentation is to provide an overview of "rubric" in language testing and assessment and to highlight the parts of a rubric through various dimensions. Moreover, it sets forth in creating awareness of the effective use of rubrics in measuring multiple dimensions of students' learning and in reflecting robustness of this critical assessment process.
Rubrics: Transparent Assessment in Support of LearningKenneth Ronkowitz
Rubrics provide a powerful tool for grading and assessment that can also serve as a transparent and inspiring guide to learning. Rubrics have been used to increase transparency and accountability across K-12 and higher education, and in corporate and government settings.
This presentation looks at defining rubrics, reasons for using them, types and designing them using the Moodle rubric tool.
scoring rubrics is grading tool for student assessment.A standardized scoring guide that helps teacher and student to developed understanding about performance or weak areas of students
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. What is a rubric?
The word “rubric” comes from the
Latin word “red.” It was once used to
signify the highlights of a legal decision
as well as the directions for conducting
religious services, found in the margins
of liturgical books—both written in red.
3
4. What is a rubric?
In a broad sense, rubric refers to a
term which has existed in English for
more that 600 years and during that
time, mostly it has meant a set of
“printed rules or instructions.” (Encarta
Encyclopedia, 2004).
4
5. What is a rubric?
In, educational sense, it refers to
different categories such as criteria for
assessment, evaluation of learning,
gradients of learning of a set of
instructions etc. (Brown, 2012).
5
6. Construction of a Rubric:
In order to construct a good
rubric, focus on what to measure
exactly, how to measure
performance, and decision on what
a passing level of performance
competency is.
6
8. Terms:
Rubric: a scoring guide used to
judge students’ work
Skill-Focused Rubrics: scoring
guides for judging students’
mastery of the skill being assessed
8
9. Terms:
Student Behavior: a student’s performance
intended to demonstrate what the student
has learned.
Student Product: a material that a student
creates to demonstrate the learning
9
10. Terms:
Task-specific Rubrics: scoring guides
suitable for judging responses to only a
particular task.
Hyper general Rubrics: Excessively inexact,
often vague, scoring guides
10
11. Terms:
Analytic Scoring: when a rubric’s evaluative
criteria are applied separately in judging
student’s work.
Holistic Scoring: when a rubric’s evaluative
criteria contribute to a single, overall
judgement of quality
11
12. “Remember:
Rubrics can be used to evaluate any of
student-generated product or any
student-generated behavior.
12
14. Construction of a rubric…
1. Defining the Behavior to be assessed:
Expected student outcomes, what they
should accomplish at the end of each unit
and end of each term should be clarified.
14
15. Construction of a rubric…
2. Choosing the activity
After the determination of the purpose of the
assessment, you should decide an activity
and consider issues regarding time
constraints, resources, and how much data is
required.
15
16. Construction of a rubric…
2. Defining the criteria
Third step after the decision of activity and
tasks to be used, definition of which
elements of the project/task will be used to
find the success of the students’
performance.
16
18. Parts of a rubric…
1. Task Description
A “performance” of some types by the
student. Can be:
- Paper
- Presentation
- Poster
18
19. Parts of a rubric…
2. Scale
Description of how well or poor a given task is
performed and indicates the rubric’s evaluative
goal.
Terms are used e.g. Mastery, partial mastery,
progressing, emerging
19
20. Parts of a rubric…
3. Dimensions
Lays out the components of the task
Clarifies how the student’s task can be broken
down into components in terms of importance.
Should represent the types of skill to be achieved
by the students in a scholarly work such as
technique, citation, use of language appropriate to
the occasion20
21. Parts of a rubric…
4. Descriptions of dimensions
Help show where the student failed the desired
level of proficiency or highest expectation of the
task to be reached.
Mostly, three dimension descriptions are
preferred.
21
24. Importance of a rubric…
According to Center for Advanced Research
on Language Acquisition (CARLA), rubrics
help us to anchor points along a quality
continuum, therefore, instructors can set
reasonable and appropriate expectations for
learners and judge consistently how well
they are met or not.
24
26. Reasons why we use rubrics…
1. Well designed rubrics play a significant role
to increase an assessment construct and
content validity by aligning evaluation criteria
to standards, curriculum, instruction and
assessment tasks.
26
27. Reasons why we use rubrics…
2. By setting a criteria to rate, well-designed rubrics
can increase the reliability of that assessment, thus,
it applies consistency and objectivity.
3. It helps learners set goals and take the
responsibility of their own learning, since it provides
an understanding of optimal performance.
27
28. Reasons why we use rubrics…
4. Bias can be reduced by evaluating student’s work
with established criteria that help instructors clarify
goals and improve their teaching by identifying the
most salient criteria for the evaluation of
performance and by writing the descriptions of
excellent performance.
28
29. Reasons why we use rubrics…
5. Learners can develop their ability to judge quality
in their work and others’ work through self and peer
assessment rubrics.
6. Rubrics answer the question “Why did I/my child
get a B on this project?”
29
30. Reasons why we use rubrics…
7. Rubrics help learners get specific feedback about
their strong and weak areas about how to develop
their performance.
8. They play role in the assessment of learners’ effort
and performance on their own and make
adjustments before the submission of the
assignments for grading.30
31. Reasons why we use rubrics…
9. Rubrics allow the learners, teachers, parent to
monitor the progress over a certain time period of
instruction.
10. Time spent evaluating performance and providing
feedback can be reduced.
31
36. Advantage and Disadvantages Holistic Rubrics
Advantages
- often written generically and can be used
with many tasks.
- emphasize what learners can do, rather
than what they cannot do.
- Save time by minimizing the number of
decision raters must make.
36
37. Advantage and Disadvantages Holistic Rubrics
Advantages
- - trained raters tend to apply them
consistently, resulting in more reliable
measurement
- Usually less detailed than analytic rubrics
and may be more easily understood by
younger learners37
38. Advantage and Disadvantages Holistic Rubrics
Disadvantages
- Do not provide specific feedback to test-takers
about the strengths and weaknesses of their
performance.
- Criteria cannot be differently weighted.
- (Teddick, 2002; TeacherVision.com, 2000)
38
39. Analytic Rubrics
According to Taggart, analytic scales are the types which
tend to focus on broad dimensions of writing or speaking
performance.
These dimensions may be similar with those found in a
holistic scale, but they are presented in separate
categories and rated individually.
Points may be assigned for performance on each of the
dimensions and a total score calculated.
39
40. Analytic Rubrics
In general sense, analytic rubrics are associated
with large-scale assessment of general
dimensions of language performance.
In practice, the names “analytic rubric” and
“multiple trait rubric” may be sued
interchangeably.
40
41. Advantage and Disadvantages Analytic Rubrics
Advantages
According to Moskal (2000):
- - provide a useful feedback to learners on areas of strength
and weakness.
- Dimensions can be weighted to reflect relative importance.
- Can show learners that they have made progress over time
in some or all dimensions when the same rubric categories
are used repeatedly.
41
42. Advantage and Disadvantages Holistic Rubrics
Disadvantages
- According to Teddick (2002), for different aspects of writing
or speaking performance, separate scores are considered
more artificial, since learner can’t get a good assessment
of the whole performance.
- Take more time to create and use
- Raters tend to evaluate grammar related categories more
strictly than other categories.
42
43. Analytic Rubrics
Holistic Rubrics contain different
levels of performance that
describes the quality, and quantity
of a task.
43