Professional Documents
Culture Documents
OBJECTIVES:
ANALYTIC
RUBRIC DISADVANTAGES
ADVANTAGES
Provides useful
feedback on areas of
Gives diagnostic
HOLISTIC RUBRIC
ADVANTAGES
DISADVANTAGES
Provides an
overview of student
Puts emphasis on
improvement
what the learner is able
Saves time by
minimizing the number
of decisions the grader
has to make
Group Participation
Rubric
(sample analytic rubric)
Distinguished
Criteria
Workload
Did a full share of
the workor more;
knows what needs
to be done and
does it; volunteers
to help others.
Getting Organized Took the initiative
proposing meeting
times and getting
group organized.
Participation in
Provided many
Discussions
good ideas for the
unit development;
inspired others;
clearly
communicated
desires, ideas,
personal needs, and
feelings.
Meeting Deadlines Completed assigned
work ahead of time.
Showing up for
Meetings Score
Level of Participation
Proficient
Basic
Did an equal share Did almost as much
of the work; does
work as others;
work when asked;
seldom asks for
works hard most of help.
the time.
Worked agreeably
with partner(s)
concerning times
and places to meet.
Participated in
discussions; shared
feelings and
thoughts.
Could be coaxed
into meeting with
other partner(s).
Unacceptable
Did less work than
others; doesnt get
caught up after
absence; doesnt
ask for help.
Did not meet
partner(s) at agreed
times and places.
Needed much
reminding; work
was late and it did
impact quality of
work or grade.
Showed up late, but No show or
it wasnt a big
extremely late;
problem for
feeble or no excuse
completing work.
offered.
Showed up for
Showed up for
meetings
meetings on time.
punctually,
sometimes ahead of
time.
Providing
Habitually provides Gave feedback that Provided some
Was openly rude
Feedback
Score the
dignified,
and of
did
not offend. in Authentic
feedback;
giving
Source: Making
Grade: clear,
The Role
Assessment
Learning by when
Marilyn
M.
respectful
feedback.
sometimes
hurt
feedback.
Lombardi, retrieved from http://www.educause.edu/ir/library/pdf/ELI3019.pdf
General Education
Scoring Guide for Critical
Thinking
California State
University, Fresno
(sample analytic rubric)
Scoring Level
Examines conclusions
Interpretation
Analyzes insightful
questions
Refutes bias
Critiques content
Examines inconsistencies
Values information
4 - Accomplished
Uses reasonable
judgment
Discriminates rationally
Synthesizes data
Views information
critically
Formulates conclusions
Recognizes arguments
Notices differences
Identifies inconsistencies
Recognizes context
Evaluates data
Seeks out information
States some
inconsistencies
Selects sources
adequately
Fails to question data
Identifies some
conclusions
Sees some arguments
Identifies some
differences
Paraphrases data
Ignores bias
1 - Beginning
Discusses issues
thoroughly
Shows intellectual
honesty
Justifies decisions
Assimilates information
Argues clearly
Identifies issues
Attributes sources
naturally
Suggests solutions
Incorporates
information
Misconstructs
arguments
Generalizes issues
Cites sources
Assumes information
valid
Fails to draw
conclusions
Sees no arguments
Overlooks differences
Overlooks some
information
Omits argument
Misrepresents issues
Excludes data
Repeats data
Omits research
Draws faulty
conclusions
Shows intellectual
dishonesty
3 - Competent
2 - Developing
Presentation
Argues succinctly
Levels of Participation
(sample holistic rubric)
Level 1 Participation
(Beginner)
Steps
in
Developing
1. Identify
your
standards,
Rubrics
objectives
and goals for
your students.
Standard is a statement
of what the students should
be able to know or be able
to
perform.
It
should
indicate that your students
should
meet
these
standards.
Source: Concepcion, Benjamin Jr. et al. (2012). Licensure Examination for Teachers
Reviewer, 2012 Edition. Sampaloc, Manila: MET Review Publishing House.
Source: Concepcion, Benjamin Jr. et al. (2012). Licensure Examination for Teachers
Reviewer, 2012 Edition. Sampaloc, Manila: MET Review Publishing House.
Source: Concepcion, Benjamin Jr. et al. (2012). Licensure Examination for Teachers
Reviewer, 2012 Edition. Sampaloc, Manila: MET Review Publishing House.
Developing Scoring
Rubrics
A
step-by-step
process
for
designing scoring rubrics for classroom
use is presented on the next slide.
Information for these procedures was
compiled
from
various
sources
(Airasian, 2000 & 2001; Mertler, 2001;
Montgomery, 2001; Nitko, 2001;
Tombari
&
Borich,
1999).
Source: Gabuyo, Yonardo A. Assessment of Learning 1: Textbook and
Reviewer
3a.
For holistic rubrics, write thorough
narrative descriptions for excellent work
and poor work incorporating each
attribute into the description. Describe
the highest and lowest levels of
performance combining the descriptors
for all attributes.
3b: For analytic rubrics, write thorough
narrative descriptions for excellent work
and poor work for each individual
attribute. Describe the highest and lowest
Source: Gabuyo,
Yonardo A. Assessment
of Learning
1: Textbook and
levels
of performance
using
the
Reviewer
Checklis
ts
Rating
Scales
Rubrics
Analytic
Rubrics
Holistic
Rubrics
References
Books
Brookhart, Susan M. and Nitko Anthony J.
2008 Assessment and Grading in Classrooms
(p. 201),Upper Saddle River, NJ: Pearson
Education. Copyright 2008 by Pearson
Education.
Concepcion, Benjamin Jr. et al. (2012).
Licensure Examination for Teachers
Reviewer, 2012 Edition. Sampaloc, Manila:
MET Review Publishing House.
Online
CSU Fresno, Downloaded 3/2/05 from
http://www.csufresno.edu/cetl/assessment/CT
Scoring.doc
Creating and Using Rubrics.(2011)
University of Hawaii, Manoa. Retrieved from
http://manoa.hawaii.edu/assessment/howto/r
ubrics.htm
Lombardi, Marilyn M. Retrieved February
12, 2008 from Making the Grade: The Role of
Assessment in Authentic Learning retrieved
from