This is a slide presentation for course Assessment of Learning, particularly on the topic of Rubrics. May this slide presentation help both the pre-service and in-service teacher in understanding about Rubrics. Thank you!

1. Mr. Ronald M. Quileste, M.Ed
School of Education, Xavier University

15. TYPES OF

16. HOLISTIC
ANALYTIC

17. GENERAL
SPECIFIC

34. Criteria

35. Criteria
The criteria identify the trait, feature or
dimension which is to be measured and
include a definition and example to clarify
the meaning of each trait being assessed.

36. Criteria
Criteria are derived from
assignments, checklists,
grading sheets or colleagues.

37. Levels of
performance

38. Levels of performance
are
often labeled as adjectives
which describe the
performance levels.

39. Levels of performance
Levels of performance determine
the degree of performance which has
been met and will provide for
consistent and objective assessment
and better feedback to students.

40. Levels of performance
These levels tell students what they
are expected to do. Levels of
performance can be used without
descriptors but descriptors help in
achieving objectivity.

41. Scores

42. Scores
Scores make up the system of
numbers or values used to rate
each criterion and often are
combined with levels of
performance.

43. Scores
Begin by asking how many points are
needed to adequately describe the
range of performance you expect to
see in students’ work. Consider the
range of possible performance level.

44. Descriptors

45. Descriptors
are explicit
descriptions of the performance
and show how the score is
derived and what is expected of
the students.

46. Descriptors
Descriptors spell out each level
(gradation) of performance for
each criterion and describe what
performance at a particular level
looks like.

47. Descriptors
Descriptors describe how well
students’ work is distinguished
from the work of their peers and
will help you to distinguish
between each student’s work.

50. 1

51. 1
Begin with a performance or
assignment which may be
difficult to grade and where you
want to reduce subjectivity

52. 1
Ask:
Isthe performance/assignment an authentic task relatedto
learning goalsand/or objectives?
Arestudents replicatingmeaningful tasks found in thereal
world?
Areyouencouraging students toproblemsolveand apply
knowledge?

53. 2

54. 2
Begin by brainstorming a list of all
criteria, traits or dimensions
associated task

55. 2
Reduce the list by chunking
similar criteria and eliminating
others until you produce a range
of appropriate criteria

56. 2
A rubric designed for formative and
diagnostic assessments might have
more criteria than those rubrics
rating summative performances

57. 3

58. 3
Keep criteria descriptions brief,
understandable, and in a logical
order for students to follow as
they work on the task.

59. 4

60. 4
Select words or phrases that will
explain what performance looks
like at each level, making sure
they are discrete enough to
show real differences

61. 4
Levels of performance
should match the
related criterion

62. 5

63. 5

64. 6

65. 6

66. 7

67. 7

68. 7

69. 7

70. 7

73. familiar with
RUBISTAR?

74. references

75. references

76. namaste