Intro to rubric
- 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