The document discusses various methods of student assessment, including norm-referenced and criteria-based assessments. It also provides details on rubrics, including how they describe criteria and achievement levels. Rubrics provide a systematic way to evaluate student performance and can increase scoring consistency between raters. The document provides examples of rubric components and guidance on developing rubrics.

2.  What information do you get about the student
learning and performance in a project by this
scores
 Project skills needed
 Research
 Design
 Analysis
 Evaluation
 Application
 Synthesis etc.
Name Marks
ABC 90
XYZ 78
PQR 80
QWE 72
WRT 85

3. Assessment
Direct Indirect
Norm based Criteria based
Self
assessment
Opinion
based
Marks Rubrics
comparison of individual’s
performance to others who
have completed the same
assessment
comparison of individual’s
performance with respect
to target criteria of
quality/outcome

4.  Comparison of one individual’s performance to
others who have completed the same
assessment
 Test-taker earns a certain number of points for
each correct answer, and the scorer totals the
number of points earned for the correct answers
to create a score.
 The assumption is that the individual’s score
represents the individual’s knowledge of the
subject matter being tested

5.  They are designed to compare a student’s
performance to a particular standard or
criterion.
 Interpretations of scores in relation to the
body of knowledge.
 Test takers are given a task, and their
response - performance, behavior, or a final
product – is assessed for the degree to which
it meets certain levels of quality.

6.  Rubrics is systematic assessment tools based on
the detailed analysis of activity
 A rubric is a measurement tool that describes
the criteria against which a performance,
behavior, or product is compared and measures.
 Rubrics list the criteria established for a
particular task and the levels of achievement
associated with each criterion.
 These are often developed in the form of a
matrix.

7.  A systematic scoring guideline to evaluate
students’ performance (papers, speeches,
problem solutions, portfolios, cases) through
the use of a detailed description of
performance levels.
 Used to get consistent scores across all
students.
 Allows students to be more aware of the
expectations for performance and
consequently improve their performance.

8.  Presents a description of each level of achievement
for each criterion, and provides a separate score for
each criterion.
 Advantages:
 Provides more detailed feedback on student performance;
scoring more consistent across students and raters
 Disadvantages
 Time consuming
 Use when
 We want to see strengths and weaknesses.
 We want detailed feedback about student performance.

9.  Presents a description of each level of achievement
and provides a single score based on an overall
impression of a student's performance on a task
 Advantages
 Quick scoring, provides an overview of student
achievement, efficient for large group scoring
 Disadvantages
 Does not provided detailed information; not diagnostic;
may be difficult for scorers to decide on one overall score
 Use when
 We want a quick snapshot of achievement.
 A single dimension is adequate to define quality.

10.  A rubric creates a common framework and language
for assessment.
 Complex products or behaviors can be examined
efficiently.
 Well-trained reviewers apply the same criteria and
standards.
 Rubrics are criterion-referenced, rather than norm-
referenced.
 "Did the student meet the criteria for level 5 of the rubric?"
rather than "How well did this student do compared to
other students?"
 When faculty members collaborate to develop a rubric, it
promotes shared expectations and grading practices.

11.  Rubrics are composed of four basic parts
 In its simplest form, the rubric includes:
 A task description of the outcome being assessed
 The characteristics to be rated (rows).
 Levels of mastery/scale (columns).
▪ Additionally the numeric values assigned to the levels
▪ Weights may be assigned to the levels
 The description of each characteristic at each level
of mastery/scale (cells)

12.  The characteristics to be rated (rows).
▪ The skills, knowledge, and/or behavior to be demonstrated.
 Levels of mastery/scale (columns).
▪ Labels used to describe the levels of mastery should be
tactful but clear.
▪ Commonly used labels include:
▪ o Exceeds expectations, meets expectations, near expectations,
Below expectations
▪ o Exemplary, proficient, marginal, unacceptable
▪ o Mastery, proficient, developing, novice
▪ o 4, 3, 2, 1
 The description of each characteristic at each level of
mastery/scale (cells)

13. Task
Weight W1 W2 W3 W4 W5
Score
(WxS)
Scale (S)
Criteria
0 1 2 3 4 6 7 8 9 10
Non
existing
Marginal Average Good Exemplary
Criteria 1 Description Description Description Description Description
Comment
Criteria 2 Description Description Description Description Description
Comment

14.  Criteria (Rows) : Purpose, Content,
Organization, Style and tone, use of
references
 Scale ( Columns) : Needs improvement ,
Competent , Exemplary
 Cell Description : As per the matrix

16. Developing a rubric from scratch can be challenging.
 Get ideas by looking at what others have done
 Lots of sample rubrics for many disciplines at:
http://www.winona.edu/air/rubrics.htm
 Online tool for developing rubric (with more samples):
 Rubistar forTeachers:
http://rubistar.4teachers.org/index.php
 Online module for using the Rubistar at:
http://www.vcu.edu/cte/resources/videos/Rubistar_tutoria
l/index.html

17.  http://www.winona.edu/air/resourcelinks/rubr
ic_sampler.pdf (document of rubric
development – long)
 http://www.utexas.edu/academic/mec/resear
ch/pdf/rubricshandout.pdf - good description
of rubrics with focus on general analytic
rubrics for the purpose of assessment