First version

CLASSIFICATION OF SCORING RUBRICS

Assessing the written works is a difficult task. Due to the fact that writing is a
dynamic and intricate skill, educators require a wide range of instruments to assess
their students' progress. The scoring rubric is one of those instruments. Brookhart
(2018) defines a scoring rubric as descriptive scoring schemes created by teachers
or other evaluators to guide the analysis of students' products or processes. The two
common types of rubrics and approaches used to assess students' work are
analytical and holistic rubrics.
The first scoring rubic is holistic rubric. It is single-criteria rubric used to
evaluate participants' overall performance using predetermined achievement levels
Craig (2001). There are many ways to design a rubric system but a holistic rubric
can be classified into five different categories. Categories based on different levels
of student performance can be defined iousing quantitative (numerical) or
qualitative (descriptive) labels. Here's an example of a 5-scale holistic rubric as
below:
1 - Needs improvement: Improve story organization, eliminate grammar errors, and
provide more content.
2 - Developing: The student has a basic understanding of the assignment but
requires additional time to organize ideas, add details, and correct errors.
3 - Goal: The student completes the paper with quality content, proper grammar,
and logical organization of ideas.

4 - Above average: The story is full of great content, organized well, and free from
spelling and grammar errors.

5 - Excellent: The student went above and beyond, providing rich detail to their
story. The content is interesting and well-organized. Thoughts are clearly
described. Grammar and mechanics are perfect.

In contrast to a holistic rubric, which evaluates and scores the entire

performance, an analytic rubric evaluates and scores the performance based on a
number of distinct criteria. (Nitko, 2001). Analytic rubrics attempt to break down
the final product into measurable components and parts in order to assess all
aspects of the project. Andrade (200) developed a rubric that divides the evaluation
process into three major criteria: organization of ideas, grammar and mechanics,
and paper content. Each of these components would be assigned a number on a
scale of 5 points, which are: 1 point: Very poor; 2 points: Below average; 3 points:
Average; 4 points: Above average; 5 points: Excellent. The rubric explains what
exactly each of those numbers mean. To be more specific, if a student receives 3
points for content, 4 points for grammar, and 2 points for organization, it indicates
that the ideas in the student paper were developed and well thought out; examples
were provided; the paper was completely free of spelling and grammar errors.
Also, there were only a couple of awkward sentences. Each idea was not organized
into paragraphs, confusing the reader.

In conclusion, holistic and analytic scoring rubrics has played an significant

role in guidlining educators to make proper assessment towards scoring writing
papers’ process. Each have its own features and can be adjusted in term of criteria
and score range to serve different scoring’s purpose.

Andrade, H. G. (2000). Using rubrics to promote thinking and learning.

Educational Leadership, 57 (5), 13–18.

Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontier

Education, 3(22), 22.
Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontier
Education, 3(22), 22.
Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontier
Education, 3(22), 22.
Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontier
Education, 3(22), 22.
Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontier
Education, 3(22), 22.

Brookhart, S.M. (2018). Appropriate criteria: Key to effective rubvrics. Frontier

Education, 3(22), 22.

Craig, M. (2001). Designing Scoring Rubrics for Your Classroom. Research &
Evaluation. 7.

Nitko, A. J. (2001). Educational assessment of students (3rd ed.). Upper Saddle

River, NJ: Merrill.
Peers’feedback

purpose.

Oanh Lê
4:08 PM Today
New

purposes

purposespurpose.

Oanh Lê
4:07 PM Today
New

purposes

assessment

Oanh Lê
4:07 PM Today
New

assessments maybe

guidlining

Oanh Lê
4:07 PM Today
New

guiding maybe

s, and paper content

Oanh Lê
4:04 PM Today
New

don't need the comma because you have ''and''

Andrade (200)

Oanh Lê
4:04 PM Today
New

Maybe the year is wrong

In contrast to a holistic rubric, which evaluates and scores the entire performance, an analytic rubric evaluates and scores the
performance based on a number of distinct criteria. (Nitko, 2001).

Oanh Lê
4:03 PM Today
New

maybe don't need a dot after the word criteria

rubic

Oanh Lê
4:01 PM Today
New

maybe rubric

Assessing the written works is a difficult undertaking. Due to the fact that writing is a dynamic and intricate skill, educators
require a wide range of instruments to assess their students' progress. The scoring rubric is one of those instruments. Brookhart
(2018) defines a scoring rubric as descriptive scoring schemes created by teachers or other evaluators to guide the analysis of
students' products or processes. The two common types of rubrics and approaches used to assess students' work are analytical and
holistic rubrics.

Oanh Lê
3:59 PM Today
New

This part is good and easy to understand., but i don't know, why you describe the writing skill as ''dynamic''. it
is an interesting word but i just want to ask

In conclusion,

Thanh Vy Lê
3:33 PM Today
New

You summarize the key points about each type of rubric and their role in writing assessment. that's great

purpose

Thanh Vy Lê
3:32 PM Today
New
There are a few minor grammar errors (e.g., "has played an significant role").

purpose

Thanh Vy Lê
3:32 PM Today
New

There are a few instances where you could replace repetitive words with synonyms for better flow (e.g.,
"performance" used multiple times).

perfect

Thanh Vy Lê
2:59 PM Today
New

You effectively explain the differences between holistic and analytic rubrics with clear definitions and
examples.

Thanh Vy Lê
2:47 PM Today
New

Delete: “Assessing the written works is a difficult undertaking”

Add: “Assessing the written works is a difficult undertaking”

an

Duong Thuy
1:26 PM Today
New

a significant

Analytic

Duong Thuy
1:24 PM Today
New

Analytical

works

Duong Thuy
1:23 PM Today
New

work

rubic
Duong Thuy
1:22 PM Today
New

rubric

The student went above and beyond, providing rich detail to their story. The content is interesting and well-organized. Thoughts
are clearly described. Grammar and mechanics are perfect.

Duong Thuy
12:54 PM Today
New

I'm not sure what tense we should use here: went or go

Also, there were only a couple of awkward sentences. Each idea was not organized into paragraphs, confusing the reader.

Duong Thuy
12:52 PM Today
New

I think we should combine these two sentences

The two common types of rubrics and approaches used to assess students' work are analytical and holistic rubrics.

Duong Thuy
12:50 PM Today
New

Here you mentioned approches but in the following I only see rubrics

Duong Thuy
12:43 PM Today
New

Format: alignment

Duong Thuy
12:43 PM Today
New

Format: alignment

Duong Thuy
12:42 PM Today
New

Format: alignment (6 times)

Duong Thuy
12:42 PM Today
Format: alignment

FINAL VERSION
CLASSIFICATION OF SCORING RUBRICS

Assessing the written work is a difficult task. Since writing is a complicated and
intricate skill, educators require a wide range of instruments to assess their
students' progress. The scoring rubric is one of those instruments. Brookhart
(2018) defines a scoring rubric as a descriptive scoring scheme created by teachers
to guide the analysis of students' products or processes. The two common types of
rubrics used to assess students' work are analytic and holistic rubrics.

The first scoring rubric is the holistic rubric. It is a single-criteria rubric used to
evaluate learners' overall performance using predetermined achievement levels,
asserted by Craig (2001). He also stated that there are many ways to design a
rubric system, but a holistic rubric can be classified into five different categories.
Categories based on different levels of students’ writing can be defined by using
quantitative (numerical) or qualitative (descriptive) labels. Here's an example of a
5-scale holistic rubric as below:
1 - Needs improvement: Improve story organization, eliminate grammar errors,
and provide more content.
2 - Developing: The student has a basic understanding of the assignment but
requires additional time to organize ideas, add details, and correct errors.
3 - Goal: The student completes the paper with quality content, proper grammar,
and logical organization of ideas.
4 - Above average: The story is full of great content, organized well, and free from
spelling and grammar errors.
5 - Excellent: The student goes above and beyond, providing rich detail to their
story. The content is interesting and well-organized. Thoughts are clearly
described. The grammar and mechanics are perfect.

In contrast to a holistic rubric, which evaluates and scores the entire performance,
an analytic rubric evaluates and scores the writing products based on several
distinct criteria (Nitko, 2001). Analytic rubrics attempt to break down the final
product into measurable components and parts to assess all aspects of the project.
Andrade (2000) developed a rubric that divides the evaluation process into three
major criteria: organization of ideas, grammar and mechanics and paper content.
Each of these components would be assigned a number on a scale of 5 points,
which are: 1 point: Very poor; 2 points: Below average; 3 points: Average; 4
points: Above average; 5 points: Excellent. The rubric explains what exactly each
of those numbers means. To be more specific, if a student receives 3 points for
content, 4 points for grammar, and 2 points for organization, it indicates that the
ideas in the student paper were developed and well thought out; examples were
provided; the paper was completely free of spelling and grammar errors. Also,
there were only a couple of awkward sentences because some ideas were not
organized coherently, confusing the reader.

In conclusion, holistic and analytic scoring rubrics have played a significant role in
guiding educators to make proper assessments of the scoring writing papers’
process. Each has its own features and can be adjusted in terms of criteria and
score range to serve different scoring purposes.

Andrade, H. G. (2000). Using rubrics to promote thinking and learning.

Educational Leadership, 57 (5), 13–18.

Brookhart, S. M. (2018). Appropriate criteria: Key to effective rubrics. Frontier

Education, 3(22), 22.

Craig, M. (2001). Designing Scoring Rubrics for Your Classroom. Research &
Evaluation. 7.

Nitko, A. J. (2001). Educational assessment of students (3rd ed.). Upper Saddle

River, NJ: Merrill.