The document discusses the use of rubrics as scoring tools that outline specific criteria for evaluating student work, ranging from excellent to poor. It highlights the differences between analytic rubrics, which assess performance across multiple criteria individually, and holistic rubrics, which provide a single score based on an overall judgment. Additionally, the document notes the advantages and disadvantages of each type of rubric, emphasizing their role in promoting objective assessment and providing feedback for improvement.

1. PRESENTED BY
M.SRINIVASAN
PGT(MATHS), ZIET, MUMBAI

8. A Rubric is a scoring tool that lists the
criteria or 'what counts’ for a piece of work
A rubric is an evaluation tool that describes
quality of work on a gamut (range) from
excellent to poor.
Specific characteristics of performance are detailed
for all quality levels.
A Rubric measures student work against real-life
criteria and is referred to as a form of authentic
assessment.

9. RUBRIC is a guide listing
specific criteria for grading or
scoring academic papers,
projects, or tests
A scoring rubric is an attempt to
communicate expectations of
quality around a task

10. FOCUS ON MEASURING A STATED OBJECTIVE
(PERFORMANCE, BEHAVIOR, OR QUALITY)
USE A RANGE TO RATE PERFORMANCE
CONTAIN SPECIFIC PERFORMANCE
CHARACTERISTICS ARRANGED IN
LEVELS INDICATING THE DEGREE TO
WHICH STANDARD HAS BEEN MET

11.  A RUBRIC INCLUDES LEVELS OF POTENTIAL
ACHIEVEMENT FOR EACH CRITERION, AND WORK
OR PERFORMANCE SAMPLES THAT TYPIFY EACH
OF THOSE LEVELS
LEVELS OF ACHIEVEMENT ARE OFTEN GIVEN
NUMERICAL SCORES
A SUMMARY SCORE FOR THE WORK BEING
ASSESSED MAY BE PRODUCED BY ADDING THE
SCORES FOR EACH CRITERION.
 THE RUBRIC MAY ALSO INCLUDE SPACE FOR THE
JUDGE TO DESCRIBE THE REASONS FOR EACH
JUDGMENT OR TO MAKE SUGGESTIONS

12. • Identify a learning goal
• Choose outcomes that may be measured
with a rubric
• Develop or adopt (and adapt) an existing
rubric
• Share it with students
• Assess / Grade
• Analyze and report results

13. • Needs Improvement...Satisfactory...Good...Exemplary
• Beginning...Developing...Accomplished...Exemplary
• Needs work...Good...Excellent
• Novice...Apprentice...Proficient...Distinguished
• Numeric scale ranging from 1 to 5, for example

16. DESCRIBES LEVELS OF PERFORMANCE FOR EACH
CRITERION TO ASSESS STUDENT PERFORMANCE ON
EACH OF THEM.
Analytical rubrics are designed to assess
students' work based on specified criteria and
different degrees of quality of the assignment.
Analytic rubrics are more common because teachers
typically want to assess each criterion
separately, particularly for assignments that involve
a larger number of criteria

17. An analytic rubric resembles a grid with the criteria
for a student product listed in the leftmost column
and with levels of performance listed across the top
row often using numbers and/or descriptive tags
When scoring with an analytic rubric each of
the criteria is scored individually
The cells within the center of the rubric may be
left blank or may contain descriptions of what the
specified criteria look like for each level of
performance

24. ADVANTAGES
Provide useful feedback on areas of strength and
weakness.
Criterion can be weighted to reflect the relative
importance of each dimension.
DISADVANTAGES
Takes more time to create and use than a
holistic rubric.
Unless each point for each criterion is well-
defined raters may not arrive at the same score.

25. ASSIGNS A LEVEL OF PERFORMANCE BY
ASSESSING PERFORMANCE ACROSS
MULTIPLE CRITERIA AS A WHOLE.
DOES NOT LIST SEPARATE LEVELS OF
PERFORMANCE FOR EACH CRITERION.
HOLISTIC RUBRICS TEND TO BE USED
WHEN A QUICK OR GROSS JUDGMENT
NEEDS TO BE MADE

26. A holistic rubric consists of a single scale with all
criteria to be included in the evaluation being
considered together (e.g., clarity, organization, and
mechanics).
With a holistic rubric the rater assigns a single
score (usually on a 1 to 4 or 1 to 6 point scale)
based on an overall judgment of the student
work.
The rater matches an entire piece of student work
to a single description on the scale.

31. ADVANTAGES
Emphasis on what the learner is able to
demonstrate, rather than what he/she cannot do.
Saves time by minimizing the number of decisions raters
make.
Can be applied consistently by trained raters increasing
reliability. DISADVANTAGES
Does not provide specific feedback for improvement.
When student work is at varying levels spanning the
criteria points it can be difficult to select the single best
description.
Criteria cannot be weighted.

32. FOR TEACHERS FOR STUDENTS
Allow evaluation and assessment to
Help them define "quality“
be more objective and consistent
Promote student awareness of about
Help focus to clarify his/her criteria in the criteria to use in assessing peer
specific terms performance
Help students judge and revise their
Provide useful feedback regarding the
own work before handing in their
effectiveness of the instruction
assignments
Clearly show the student how their
Provide benchmarks against which to
work will be evaluated and what is
measure and document progress
expected