rubrics_qg_v1.1.2
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A rubric consists of two dimensions, pre-established
performance criteria and performance levels (with or
withoutassociatedgrades), inwhicheach levelorgradeis
described to contrast it with the performance of other
levels.
Performancelevels,e.g.Pooradequate-goodexcellent
Performance
criteria,e.g.
Structure
Referencing
Language
A rubric ismore than just a rating scale,becausea rubric
willdescribethe differencesbetweenperformanceateach
level.Detailedexamplesareprovidedbelow.
WhyUseRubrics?
Rubricshelp clarify theexpectationsyouandothers have
forstudentperformancebyprovidingdetaileddescriptions
of those e pectations
3. Describetheworstcase(poor);4. Identifyredeemingfactorsthatmakeanexample
betterthantheworstcase(adequate).
Or
1. Usesamplesofexistingworkandsortthemintopilescorrespondingtolevelsofquality;
2. Pickoutthekeypointsthatcausethemtobeinaparticularpileorthecommoncharacteristicsof
eachpile.
Thelevelofdetailgivenfordescriptorsisamatterforthe
designer.Considerationswillincludewhotherubricisfor,
e.g. student, external/independent markers, module
owner,etc.,andofcourse,thenatureoftheassignmentorexam. There are arguments for and against both very
detailedrubricsandrubricswithlittledetail.
Trytowritedescriptorsthatfocusonpositivesasopposed
to negatives i.e. whats there in the piece of work as
opposedtowhatsmissing(seeexamplerubricbelow)
It isbestnot touse the titles with the word average in
them e ample belo a erage R brics are not designed
AssessmentRubricsArubricisadescriptivetoolfordeterminingthelevelofperformanceorqualityofapieceofwork.
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of those expectations them example below average Rubrics are not designed
Examples
Belowareexamplesofpossiblerubricsfordifferenttasks.
Simplerubricforareflectivepracticetask:
Novice Competent Proficient
Reflection Littleorno
reflectiononhow
thisrelatestoyour
ownexperience
Somegood
reflectiononhow
thisrelatestoyour
ownexperience
Somerealinsight
intohowthishas
transformedor
couldtransform
yourownpractice
Informed Littleornomention
ofresearch(formal
orinformal)
Referenceto
research,online
resourcesorcurrent
goodpractice
In-depth
considerationof
research,online
resourcesorcurrent
goodpractice
AddsValue Repeatingmore-or-
lesswhatwas
discussedinlectures
Addingsomething
newtothe
discussion
Bringsnewinsight
tothetopic
Arubricforcommunicatingcriteriatostudentsforateamworkexercise:
Beginner Developing Accomplished
Task:
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CELT,lastreviewedNovember2012
Genericmarkingschemeforanessay:
Knowledge&understanding Analysis Reading&referencing Essaystructure Useoflanguage
80-100%
AA
AsforA,plusdemonstrates
exceptionalcomprehension
oftopic
AsforA,plussophisticated
analysisusingideasand
principlesbeyondthose
introducedinthemodule
Essayfullysupportedby
referencetorelevantupto
datematerial.Accurateuse
ofHarvardreferencing
technique.
Clearstructurewhich
enrichesthediscussion
andargument
Essaydisplaysanexcellentuseof
standardwrittenEnglish
70-79%
A
Showsthoroughknowledge
andunderstandingofthe
topic,withevidenceof
readingbeyondthekeytexts
Essayshowsaresourceful
andimaginativeanalysis
usingideasandprinciples
beyondthoseintroduced
inthemodule
Clearevidenceofwideand
relevantreading.Accurate
useofHarvardreferencing
technique
Clearstructurewhich
enhancesthe
discussionand
argument
Essaydisplaysanexcellentuseof
standardwrittenEnglish
60-69%
B
Showsevidenceofrelevant
andsoundknowledgeand
understandingofthetopic
Showsevidenceofanalysis
usingideasandprinciples
introducedinthemodule
Essaywellinformedby
readingwhichgoesbeyond
keytexts.Accurateuseof
Harvardreferencing
technique
Structureisclearand
supportscoherent
discussionand
argument
Essaydisplaysaverygoodstandard
writtenEnglishwithallstatementsclearly
expressed
50-59%C
Showsrelevantknowledgeofthetopic
Theessayislargelydescriptivewithsome
discussionusingideasand
principlesintroducedin
themodule
Effectiveuseofkeyreading.AccurateuseofHarvard
referencingsystem
Structuresupportsthediscussionand
argument
EssaydisplaysaverystandardwrittenEnglishwithfew,ifany,grammaticalor
spellingerrors.Writteninan
appropriatelyacademicstyle.
40-49%
D
Showsbasicknowledgeof
thetopic
Theessayislimitedto
descriptionandincludes
frequentunsupportedfacts
andopinions
Appropriateusemadeofa
limitedrangeofreading.
Largelyaccurateuseof
Harvardsystem
Evidenceofstructure
relevanttothetitle
Theworkiswrittentoanacceptable
standardofEnglish.Theremaybesome
grammaticalerrorsandtheworkmaneed
morecarefulediting.
35-39%
Fail
Signsofemerging
knowledgeofthetopicbut
insufficientforprogression
tolevel2
Essayisgenerally
descriptiveanduncritical.
Someinaccuracyinthe
material
Someuseofverylimited
reading,althoughfairly
superficial.Inaccurateuseof
Harvardreferencingsystem
Somestructure
althoughkeyissues
maybeomitted.Some
repetition
Morecareneedstobetakenwith
elementsofgrammar,spellingand
sentenceconstruction
Under35%
Fail
Showsinadequate
knowledgeofthetopicto
meetlearningoutcomes
Descriptiveanduncritical.
Somediscussionirrelevant
tothetitle
Pooruseofreading.Pooror
incorrectusingofHarvard
system
Littleevidenceof
planningtheessay
PoorstandardofwrittenEnglish.
Inappropriateregister
ExamplefromBloxham&Boyd(2007).DevelopingEffectiveAssessmentinHigherEducation,p.91,Table6.2
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CELT,lastreviewedNovember2012
Rubricforanoralpresentation:Content:
IndicatorsofEffective
Content
Beginning Developing Competent Accomplished
Introduction:
gainsattention,connectsto
topic,establishescredibility
Noattentiongettingstrategywas
evident.Noclearorrelevant
connectiontotopicorspeech
purpose.Nocredibilitywas
established.
Useofattentiongettingstrategy,
butdidnotseemtoadequately
captureaudienceattentionand/or
leadtodesiredoutcome.
Credibilitywasimplied.
Effectivestrategytocapture
listenersattention.Adequate
introductionofthetopic.
Credibilitywasestablishedbythe
speaker.
Creativeattentiongettingstrategy
captureslistenersattentionto
introducethetopic.Itisrelevanttothe
topicandclearlygainsthedesired
responsefromtheaudience.Credibility
wasestablishedbyspeaker.
Thesis-Statement:
explicit,identifiestopic,
previewsmainpoints
Nothesisstatement.Mainpoints
arenotclearlyidentified,audience
unsureofthedirectionofthe
message.
Thesisisimplied,althoughnot
explicitlystated.Topicisclearly
identified,butmainpointsarenot
clearlypreviewed.
Thesisstatementidentifiestopic
andlists/previewsmainpoints.
Speakerclearlystatedawell
formulatedthesisstatementduringthe
speechintroduction.
Thesisstatementidentifiestopicand
lists/previewsmainpoints.
ConnectiontoAudience:needs&interest,
demonstratesunderstanding
Topicseemsirrelevanttoaudienceneedsandinterests.
Noattemptmadetoconnecttopic
toaudience.
Topicseemssomewhatrelevanttoaudience.Vaguereferenceto
audienceneedsandorinterests.
Identifiestargetaudience.
Clearlystatedtherelevanceoftopictoaudienceneedsand
interests.Expressesan
understandingoftheirtarget
audience.
Connectionoftopictoaudienceneedsandinterestsisstatedwith
sophistication.
Identifiesandexpressesadeep
understandingoftheirtargetaudience.
Subject-Knowledge:
depthofcontent,relevant
support,clearexplanation
Providesirrelevantornosupport.
Explanationofconceptsis
inaccurateorincomplete.
Providessomesupportformain
points,butneededtoelaborate
furtherwithexplanations,
examples,descriptions,etc.
Supportisrelevant,butnottimely.
Mainpointsadequately
substantiatedwithtimely,
relevantandsufficientsupport.
Accurateexplanationofkey
concepts.
Depthofcontentreflectsthorough
understandingoftopic.Mainpoints
wellsupportedwithtimely,relevant
andsufficientsupport.
Providedpreciseexplanationofkey
concepts.
Organization:mainpointsdistinctfrom
support,transitions,
coherence
Lackofstructure.Ideasarenotcoherent.Notransitions.
Difficulttoidentifyintroduction,
body,andconclusion.
Generalstructure/organizationseemsadequate.Difference
betweenmainpointsand
supportingdetailsisblurred.
Logicalflow,butnoclearsignposts
fortransitions.
Clearorganizationalpattern.Mainpointsaredistinctfrom
supportingdetails.Smooth
transitionsdifferentiatekey
points.
Effectiveorganizationwellsuitedtopurpose.Mainpointsareclearly
distinctfromsupportingdetails.
Gracefultransitionscreatecoherent
progresstowardconclusion.
ExamplefromtheValenicaCommunityCollege:TheLearningEvidenceTeam
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