The document discusses the use of grading rubrics in student assessment. It provides tips for designing effective rubrics, including involving students, limiting criteria, using clear descriptors, and providing models. Rubrics should clarify expectations and facilitate learning if designed well. Common pitfalls to avoid are rubrics that don't match course goals, have too few levels, or are too complex. Providing feedback linked to rubric criteria is important.
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.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
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.
Professional education reviewer for let or blept examineeselio dominglos
Professional Education reviewer for teachers who are going to take the PRC LET or BLEPT examination. this reviewer covers topics ranging from different chapters.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
Alternative Assessments
Brown and Hudson ( 1988) noted that to speak of alternatives assessment is counterproductive because the term implies some thing new and different that may be exempt from the requirements of responsible test construction.
Assessment procedures that are not like traditional tests with respect to format, performance or implementation
Traditional vs Alternative
What should alternative assessments do?
Ask Ss to perform, create, produce or do something
Tap higher level thinking skills
Use tasks that are meaningful
Invoke real world applications
People, not machines, do the scoring
Require new instructional and assessment roles for teachers
The alternatives in assessment must be:
Open ended in their time orientation and format
Contextualized to a curriculum
Referenced to the criteria ( objectives) of that curriculum and
Likely to build intrinsic motivation.
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
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
An Andragogic Genome--Adult Learning Examination, Styles, and Instructional I...
Rubric\'s Cube--Complimenting, Critiquing, and Challenging Student Work (NELB 2009)
1. 4th Annual Conference No Educator Left Behind: Equipping Adjunct Faculty with Knowledge and Skills Rubric’s Cube: Complimenting, Critiquing, and Challenging Student Work
10. Methods of Grading Student-Constructed Responses ( Blackinton, 2008) -Takes time to construct, may need to modify after 1 st run Explicit expectations, better feedback, greater inter-rater reliability, links to performance Grading Rubric : criterion referenced, describe performance expectations & weighting -Usually lacks descriptions -Lists + traits or behaviors, no negative Assignment directions match checklist, not difficult to prepare Checklist : list of criteria to include (introduction, research question…) -Potential for bias -Less opportunity for learning, vague Little work up front, recognizes faculty as ‘expert’, flexible Norm Referenced : categorize work into A, B, C, D Disadvantage Advantage Method
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12. What is a Grading Rubric? Gradation: excellent-poor Categories important to the teacher/class Weighted Points Dimensions also called criteria ( Blackinton, 2008) 0 pts 1 pts 2 pts Dimension 4 1 pt 2 pts 3 pts Dimension 3 1 pt 2.5 pts 4 pts Dimension 2 1 pt 2 pts 3 pts: describe Dimension 1 Performance Level 1 Performance Level 2 Performance Level 3
32. A Rubric … … is a guide for the evaluation of student work that defines a facilitator’s expectations and identifies grading criteria point by point. … provides a clear set of criteria for judging students’ work by specifying factors on which the facilitator will grade the student thereby helping the facilitator define expectations ad prompting the student to focus on specific points. … takes extensive thought and planning to be effective and that facilitators need to be lucid in their explanations of grading standards and be sure of the assignment’s objective to create rubrics that are pedagogically sound.
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Editor's Notes
Checklists do not reflect developmental—indicates only presence or lack of a trait
This is the other extreme of too many task-specific rubrics. A project rubric should not be used to assess everything from a digital montage to a PowerPoint presentation on market economics. Yet, there are excellent resources available for you to adapt. Evaluate the resources available on the Web—don’t just use one because it is “free” and don’t think because it’s in a textbook that it is good! Find the middle ground—a template that you can adjust and tweak according to the specifications of a given task.
This includes educational jargon! Avoid sole adjective descriptors such as “inadequate” and avoid adjectives of “averageness”—below, above. The lowest score should describe what a novice, not “bad” performance looks like. Wordiness—often happens when groups devise—includes a little something for everyone
What’s important?
Not so much an issue of diction as describing the concrete behaviors and evidence of critical thinking Creativity= uses ideas from others (Developing), modifies ideas implemented by others (Basic), composition is self-generated (Proficient), composition is unique and imaginative(Advanced)--Myra
Actual traits that constitute good or poor persuasion, problem-solving. Be careful not to bury criteria—here is where some people find that their rubrics do not match their expectations—be sure that the descriptor is not a criterion and vice versa
4 or 6 recommended Even recommended for delineating proficiency---Unless you want an equivocal position. Even number requires a decision between almost there and “barebones.” No implied levels.
You may also want students to self-assess and even use highlighters to document their claims.
In their hands at beginning. Use as revision tool. Give a quiz (Veronika!) Add self-assess column and defense piece or use as revision activity—highlight where it is
Have students list criteria for “What Counts.” Prompt them to think about any criteria they have missed and add them yourself. After class, combine criteria—create categories, making sure not to bury criteria that you want to emphasize.