R u b r i c s
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A rubric is a scoring tool that provides clear evaluation criteria in the form of levels of achievement. It allows for standardized assessment of student work like papers, projects, and essays according to learning objectives. Rubrics provide transparency by detailing what is required to receive a particular score. They benefit both students by communicating expectations, and teachers by facilitating grading. Rubrics can be tailored to different subject areas and can assess a variety of skills and competencies.
R u b r i c s
- 1. RUBRICS
- 2. It is a scoring tool for subjective assessments. It is a set of criteria and standards linked to learning objectives that is used to assess a student's performance on papers, projects, essays, and other assignments. Rubrics allow for standardised evaluation according to specified criteria, making grading simpler and more transparent. (Wikipedia.org)
- 3. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics can be analytic or holistic, and they can be created for any content area including math, science, history, writing, foreign languages, drama, art, music, etc...
- 4. A rubric is an explicit set of criteria used for assessing a particular type of work or performance. Usually, it also includes levels of potential achievement for each criterion, and sometimes also includes work or performance samples that typify each of those levels.
- 5. It is a guide that gives direction to the scoring of student products and other authentic evaluation. It is helpful in assessing products such as open-ended questions, laboratory experiments, debates, oral presentations, visual presentations, and written works.
- 7. 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 a standard has been met (Pickett and Dodge)
- 8. COMPONENTS OF A RUBRIC Dimensions Rating Scales Descriptions
- 9. ADVANTAGES Teachers can increase the quality of their direct instruction by providing focus, emphasis, and attention to particular details as a model for students. Students have explicit guidelines regarding teacher expectations. It clearly shows what criteria must be met for a student to achieve a desired mark.
- 10. Students can use rubrics as a tool to develop their abilities Teachers can reuse rubrics for various activities. Force clarification of success in the classroom, establishing clear benchmarks for achievement
- 11. Types of Rubrics
- 12. ATTITUDE/ SUBJECT GENERIC BEHAVIOR Specific Cooperative or Task- Variety of group, preparedness, specific situations attentiveness rubrics
- 14. Have students look at models of good versus “not-so-good” work List the criteria to be used in the rubric and allow for discussion of what counts as quality work. Articulate gradations of quality. Practice on models
- 15. Ask for self and peer-assessment Revise the work based on that feedback Use teacher assessment
- 16. Guidelines when Writing Rubrics
- 17. 1. A rubric must include specific description that spell out each level of achievement. 2. The description must be listed in parallel fashion. 3. Writing should be in descending level of achievement. 1. A rubric must include specific description that spell out each level of achievement.
- 18. Determining the Levels of Rubrics
- 19. For a beginner, start simply with a three-level rubrics. Determine which areas are to be evaluated, e.g: content, procedure, process. The type of rubric you are going to use is based on instructional goals.
- 20. Variety of Performance Descriptions
- 21. Description for Six-Level Rubrics Exemplary 6 Exceptional Achivement Commendable 5 Strong Achievement Adequate 4 Capable Achievement Some Evidence of 3 Developing Achievement Limited Evidence of 2 Limited Achievement Minimal Evidence 1 Emergent of Achievement
- 22. Description for Five-Level Rubrics 5 Impressive Outstanding 4 Notable Very Effective 3 Adequate Effective 2 Minimal Marginally Effective 1 Incomplete Ineffective
- 23. Description for Four-Level Rubrics Complete 4 Awesome Understanding Adequate 3 Admirable Understanding Limited 2 Acceptable Understanding Little or No 1 Amateur Understanding
- 24. Description for Three-Level Rubrics 3 Strong High Achievement Adequate 2 Capable Achievement Limited 1 Developing Achievement
- 25. Team Work Rubric Oral Presenation Rubric Class Participation Rubric Write Up Rubric Bulletin Board Fiction Writing
- 26. Thank You!!!
- 27. A N A Targets specific skills such as L organization, applying scientific Y method, or using vivid verbs and T concrete nouns in writing. I C
- 28. H O Used to assess a product in its L totality and to determine overall, I what level of performance is S shown. T I C