Developing Rubrics
Rubrics are developed to assist faculty in rating qualities of learning
outcomes. When provided to students before and during learning, rubrics also
assist students to more successfully interpret and anticipate expected levels
of performance. Therefore, rubrics effectively help teachers to specifically
and consistently assess and evaluate qualities of learning and communicate
expected standards of learning, and help students interpret their own level of
performance, learn what must be done to improve performance and achieve higher
standards of performance.
What is a rubric?
A rubric can be defined as a descriptive guideline, a scoring guide or
specific pre-established performance criteria in which each level of
performance is described to contrast it with the performance at other levels.
This is in contrast to a rating scale which provides a scale (1-5) and a
description of each number in the scale (1 = Unacceptable to 5 = Exceeds
Expectations), but does not provide a description of what the specific
differences are among performances at each level.
Types of Rubrics
Holistic Rubrics
The two basic types of rubrics are holistic and analytic. Holistic rubrics ask
the evaluator to make a single judgment about the object or behavior being
evaluated. If you are using a 4 point holistic rubric to evaluate students’
oral presentations, you indicate whether the presentation is a 1, 2, 3, or 4
based on the level at which it meets the described criteria. This is a quick
way to provide an overall evaluation of the presentation. Table 1 presents an
example of this type of rubric.
Table
1: Holistic Rubric for Assessing Student Essay* Rating
|
Detailed
Description of Performance at Each Level
|
Inadequate
|
The essay has
at least one serious weakness. It may be unfocused, underdeveloped, or
rambling. Problems with the use of language seriously interfere with the
reader’s ability to understand what is being communicated.
|
Developing
Competence
|
The essay may
be somewhat unfocused, underdeveloped, or rambling, but it does have some
coherence. Problems with the use of language occasionally interfere with the
reader’s ability to understand what is being communicated.
|
Acceptable
|
The essay is
generally focused and contains some development of ideas, but the discussion
may be simplistic or repetitive. The language lacks syntactic complexity and
may contain occasional grammatical errors, but the reader is able to
understand what is being communicated.
|
Sophisticated
|
The essay is
focused and clearly organized, and it shows depth of development. The
language is precise and shows syntactic variety, and ideas are clearly
communicated to the reader.
|
Writing Rubrics
Set the Scale
Select a learning outcome from your academic program. Use your professional
judgment to assess student learning on a scale of 1-3, 1-4, 1-5, or 1-X that is
appropriate for evaluating the performance.
Define the Ratings
Add appropriate descriptors to each number on the scale that you have
identified.
4 = Advanced; 3 = Proficient; 2 = Basic; 1 =
Beginning
Step 3: Identify basic descriptions
Add simple descriptions for each number on the
scale.
4 – Advanced ability to __________; 3 –
Proficient ability to ___________;
2 – Basic ability to _____________; 1 – No
ability to ________________.
Step 4: Descriptions of what performance will
look like at each level
4 - The student is able to (description of what
advanced performance would look like).
3 – The student
is able to (description of what proficient performance would look like) but not
yet able to (description of advanced performance).
2 - The student is able to (description of what
basic performance would look like) but not yet able to (description of
proficient performance).
1 - The student is unable to (description of
desired performance).
Reference: http://www.unk.edu/uploadedFiles/academicaffairs/Assessment/Training/Developing%20Rubrics.pdf
ไม่มีความคิดเห็น:
แสดงความคิดเห็น