Why Rubrics?
What
are Rubrics?
Rubrics are performance-based assessments that evaluate student performance
on any given task or set of tasks that ultimately leads to a final product,
or learning outcome. Rubrics use specific criteria as a basis for evaluating
or assessing student performances as indicated in narrative descriptions
that are separated into levels of possible performance related to a given
task. Starting with the highest level and progressing to the lowest, these
levels of performance are used to assess the defined set of tasks as they
relate to a final product or behavior. Each level describes degrees of
proficiency and each level is assigned a value that rates the degree of
proficiency or student performance. Rating scales are used; they can be
numerical, qualitative, or a combination of numerical and qualitative.
Rating scales can be either holistic or analytical. Holistic scales offer
several dimensions together while analytical scales offer a separate scale
for various dimensions.
Holistic scoring is more global and does little to separate the tasks
in any given product, but rather views the final product as a set of interrelated
tasks contributing to the whole. Anchor points are used to assign value
to descriptions of products or performances that contribute to the whole.
Holistic scoring proves to be efficient and quick. One score provides
a overall impression of ability on any given product or work. It is most
commonly used with writing products, but can be used just as effectively
with other subject areas. The disadvantage of holistic scoring is that
it does not provide detailed information about student performance in
specific areas of content or skill.
Analytic scoring breaks down the objective or final product into component
parts and each part is scored independently. In this case, the total score
is the sum of the rating for all of the parts that are being evaluated.
When using analytic scoring, it is necessary to treat each component or
partt as separate to avoid bias toward the whole product.
There are occasions when there are two raters who score students' work.
This is to assure reliability in results. If there is a wide discrepancy
among the scores, then raters are obliged to discuss why they gave certain
ratings. In some cases, a third rater is called in to settle any discrepancy.
This practice is mostly used with high stake testing such as state mandated
testing.
Whether holistic scales or analytical scales are used, the important
factors in developing effective rubrics is the use of clear criteria that
will be used to rate a student's work and that the performance being evaluated
is directly observable. More importantly, students should be informed
as to what criteria they are being held accountable.
An example of a holistic scale is as follows:
Holistic Scoring Guide - Mathematical Equations
| Score Level |
Criteria
|
| 4 |
Shows full understanding of mathematical concepts with
no computational errors; executes algorithms for equations completely
and correctly. |
| 3 |
Shows nearly complete understanding of concepts and
principles with few or minor computational errors; executes algorithms
correctly. |
| 2 |
Show some understanding of concepts and principles with
serious computational errors that affect the successful completion
of algorithms. |
| 1 |
Show very little, if not limited understanding of concepts
with major computational errors; failure to execute algorithms. |
For examples of an analytical scale, click on:
http://www.teach-nology.com/web_tools/rubrics/math/
http://www.teach-nology.com/web_tools/rubrics/teamwork/
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