This document provides guidance on scoring performance-based assessments. It discusses different types of instruments that can be used to record student performance, including anecdotal records, behavior tallies, checklists, and rating scales. It focuses on rating scales, distinguishing between analytical and holistic rubrics. Analytical rubrics score different criteria or traits separately while holistic rubrics provide an overall score. The document provides examples and discusses the advantages and disadvantages of each approach. It also outlines features of good scoring instruments and common errors to avoid in scoring performance-based assessments.

1. KIỂM TRA ĐÁNH GIÁ
NGOẠI NGỮ
LANGUAGE ASSESSMENT
FOR TEACHERS OF
ENGLISH
Giảng viên tập huấn: ThS Lê Nguyễn Như Anh
Trường Đại Học Sư Phạm TPHCM
Khoa Tiếng Anh
Tập huấn:

2. MODULE 7
SCORING
PERFORMANCE-BASED
ASSESSMENT

3. After learning module 7, you can:
• Understand types of instruments to record
evidence in students’ performance
• Distinguish different types of rating scales
• Explain the features of good scoring
instruments
• Identify the common scoring criteria for
writing and speaking performance
• Familiarize with key principles for scoring
• Know the common errors in scoring
performance-based assessment

4. Main contents
• Types of performance recording
instruments
• A focus on rating scales
• Features of good scoring instruments

5. Types of recording instruments for
performance-based assessment
• Anecdotal records
• Behavior tallies
• Checklists
• Rating scales

6. ANECDOTAL RECORDS

7. EXAMPLE

8. BEHAVIOR TALLIES

9. EXAMPLE

10. CHECKLISTS

11. RATING SCALES

12. Types of rating scales
1. Analytical (scoring key point, or trait)
rubrics
• Likert rating scale
• Semantic differential scale
• Partial credit scale
2. Holistic (glocal/sorting/rating) rubrics

13. Analytical method: pros and cons
ADVANTAGES
• Give students
feedback as to their
strengths and
weaknesses.
• Monitor teaching
and reteaching if
necessary
DISADVANTAGES
• Time-consuming (in
using, creating a
useful analytical
scoring rubric)
• Difficult to come up
with well-defined
elements

14. Analytical method: Comments
• More suitable for classroom assessment
• Partial credit analytical scales are
recommended.
• Example

15. Developing the analytical rating scales
For classroom assessment, teachers can follow some
advice below in developing an analytical scale:
• Identify the criteria
• Mark a few papers to recognize typical
student’s errors, misconceptions
• Rank the errors and misconceptions on the
degree of correctness and use them as basis to
write the levels in the criteria partial criteria
• Use the rubrics to mark all the papers

16. Holistic method: pros and cons
ADVANTAGES
• A little faster than
with analytic rubrics
• It helps teachers to
view the papers as
a working whole.
DISADVANTAGES
• A single overall
mark which does
not point out details.
• Bias and errors can
be easily masked
by the overall mark.

17. More vs less useful scales
• Irrelevant indicators/criteria and descriptors
• Over-lengthened: Too many criteria or descriptors/levels
• Immeasurable descriptors
• Task specific
• Excessively general/ambiguous adjectives [good, bad, average]
• Dysfunctional/untypical
descriptors/criteria/standards/categories for the students
• Student-unfriendly: jargons and technical words
• Double barrel criteria: 2 in 1
• Double negative descriptors
• Descriptors of what students cannot do

20. THAT’S ALL
Thank you for your attention