ae Template for Holistic Rubrics: Score Description 5 Demonstrates complete understanding of the problem. All requirements of task are included in response. 4 Demonstrates considerable understanding of the problem. All requirements of task are included 3 Demonstrates partial understanding of the problem. Most requirements of task are included. 2 Demonstrates little understanding of the problem. Many requirements of task are missing. 1 Demonstrates no understanding of the problem 0 No response/task not attempted Georgia wl lead thenationin improving student achleverent. 48Holistic ivertier ‘Table 1: Template for Holistic Rubrice ‘Score Description 15, Demonstrates complete understanding ofthe problem. All requirements of taskare included in response. 4 Demons comiderable understanding th probe. All numeri ska 3 _ Demonstrates partial understanding of the problem. Most requirements of taskare included. 2 Demonstrates litle understanding ofthe problem, Many requirements of task are missing. 1 [Demonstrates no understanding of the problem. 0 Noresponse task not attempted. ‘When errors in some part of the process can be tolerated provided the overall quality is high ‘Al food is perfectly cooked, prosentation surpasses expectations, and recipfant is kept excaptionally comfortable throughout the meal. Food is cooked correctly, the meal is presented in clean and well-organized manner, and the recipient is kept comfortable througheut the meal. Same faod is cocked poly, same aspects of presentation are sloppy or unclean, orthe recipient is uncomfortable at times Most of the food is cooked poorly, the presentation is sloppy or unclean, and the recipient is uncomfortable most ofthe time,RUBRICS FOR PROBLEM SOLVING IN MATHEMATICS CATEGORY | wei 4 3 2 4 . cocoon ort stops fAM=@H(65-29%)0F |poge eens orme Mot than 75% of he tematical | yyy, PSOE IEEE Th toe and ohione (MOH TSP tops and stains [Errors jand solutions have N° nave no mathematical |St@S and solutions havel..6 mathematical fratentcl ons, (MET ro aerators, VE" Explanatonis aie [HORAN SEE exoiaation | 20x [EBBnston's SetaeS eatin acter, eur ounsertans. [cng several tines, [Components OR wes tee |not included. eo ape ne wor presenta in ro werk presenta ihe wars resented ison and Ieatness and | gy, [a eat car organaed [a nat and organized [an organizes fsnon bt organized shard [organization fashion tntiseasyt©. anon nats vusty may bears trees fo vrow vst feos easy to reac ies. lntarmatongoas leoeher [Dagras andor Diagrams enor sorams an setes are cear and loiagams andor |oiarams andor Bi me Disgrams and | 453 leresty act tothe. fteenes re clearand [stones are sorevhat [Aetna ae dict io feeders understanding lestyto understand, [erica to understand (HE lof the procedure(s). laTeatone oe Severator te [probes ae Jarbut two of re completion | 20% ecto ae ctr a rat completes ction robles are completes POU WN aa eee) Highly Effective Useful Rudimentary Criteria x 2 1 Competency. Focieson inowiedge and silsthat_ Clearly addresses key States leasing bared Carter ifelang value traugh application erkera that comprise the aitcomes in terms of forrovelor complex stiatons, clearly desired learing outcome. broad inructicnal arkessng ey criteria that 1) comprise goals and/or spectic the deste tearing outcome, and2) can teaming tase be demortintedtveugha varety of tas. Representative Differertates benchmark levels inherent Oreantes performance Presets Te derobpmert ofthe competongycharclerate within performance thereby feclitatng valid ssesimemtof progreste categarks tht characteristics in both formative and summative progress. scat reflect terms ofcerrectes, bienable stages of quanti, or otter dereiprent. srading critera. Descriptive Clearly and concsely communicates the Cleary deserves Constitutes a Likert ‘nuances between differing levels of proficiency, and does so in terms of positive evidence. observable characteristics that demonstrate each level of performance on each criterion. scale.Example of Analytic Rubric in Science Made good Observations Most All observations observation are absent or observations are clear and vague are clear and detailed detailed Made good — Predictions are _Mostpredictions _Alll predictions predictions absent or are reasonable are reasonable irrelevant Appropriate | Conclusionis Conclusionis | Conclusionis conclusion absent or consistent with consistent inconsistent with most observation observations Table 2: A Holistic Rubric Example for 2 Speaking Exceeds Expectations Mects Expectations Fails to Mect Expectations © All directions are in © Most (80%) of the © Uses fewer than 4 the imperative form. directions are in the directions. © 90% of the imperative form. © More thanhalf of directions were © Atleast 75% of the the directions are correct. directions were incorrect in form. © More than 6 conect. «© Lessthan 75% of directions are used * Includes at least 4 the directions were © Grammatical errors but fewer than 6 comect. are minor and don’t directions. © Grammatical errors impede © Some grammatical impede comprehensibility. errors but they don’t comprehensibility. © Includes more than impede © Used fewer than 2 4 or more physical comprehensibility physical references references with Includes 23 with descaiptions. descriptions physical references with descriptionsAnalytic Rubric for Graphic Display of Data Title‘ Thetitle does not —_The graph ‘The graph reflect what the contains the _ contains a title data show orthe _title that that clearly title is missing. generally tells _ tells what the what the data data show show Labels Only some parts Some parts of All parts of the ofthe graph are the graph are graph are correctly labeled inaccurately _—correctly or labels are labeled labeled missing Accuracy The data are Data All data are inaccurately representation _accurately represented, contains minor_ represented on contain major errors the graph ‘missing Neatness Thegraphis ‘The graphis _—The graphis sloppy and generally neat _ very neat and difficult toread andreadable easy to read 10% 20% 50% 20%