scoring rubrics - kmutt
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Scoring RubricsAsst.Prof.Dr. Chanut Poondej
chanutp@g.swu.ac.thAsst.Prof.Dr. Thanita Lerdpornkulrat
thanital@g.swu.ac.th
Innovative Learning Center,Srinakharinwirot University
Outcome-based Teaching and Learning
Teaching and learning activities
Assessment
Learning outcomes
How can I facilitate that learning?
What do I want my students to learn?
How do I know that learning does happen?
Formative
SummativeA
sses
smen
t
AssessmentFormative Summative
Time During a learning activity At the conclusion of a learning activity
Goal To capture students’ progresstowards learning outcomes based on criteria and standards defined in rubrics
To capture students’ achievements at the end of semester toward learning outcomes based on criteria and standards defined in rubrics
Feedback Make comments on parts deserving commendation/improvement
Final judgment – feedback process usually absent (but can post overall feedback on course site)
Form of Feedback
Comments with or without score/grade
Grade/Score
Assessment Tasks
• Ask a question• Case-study• Concept map• Debate• Portfolio• Essays• Experiments• Field trips• Group discussion
• Individual project• News article review• Oral presentation• Poster design• Reflective diary• Role play• Site visits• Think-Pair-Share• Video clip critique
Rubrics
What is a rubric?
Why a rubric is important?
Very Good4 / A
Average3 / B
Fair2 / C
Poor1 / D
Content (Writing
assignment)
addresses all aspects of the prompt, provides good support for and development of all ideas with range of detail, substantive
prompt adequately addressed, ideas not fully developed or supported with detail, though main ideas are clear, less substance
prompt may not be fully addressed (writer may appear to skirt aspects of prompt, ideas not supported well, main ideas lack detailed development, little substance
doesn’t adequately address prompt, little to no support or development of ideas, non-substantive
Adapted from: Analytic Writing Scale for the Spanish Foreign Language Immersion ProgramUniversity of Minnesota, Revised July, 1996
What is a rubric?
set of criteria
Description of levels of
performance
Very Good4 / A
Average3 / B
Fair2 / C
Poor1 / D
Content (Writing
assignment)
addresses all aspects of the prompt, provides good support for and development of all ideas with range of detail, substantive
prompt adequately addressed, ideas not fully developed or supported with detail, though main ideas are clear, less substance
prompt may not be fully addressed (writer may appear to skirt aspects of prompt, ideas not supported well, main ideas lack detailed development, little substance
doesn’t adequately address prompt, little to no support or development of ideas, non-substantive
Adapted from: Analytic Writing Scale for the Spanish Foreign Language Immersion ProgramUniversity of Minnesota, Revised July, 1996
set of criteria Description of levels of performance
to assess performances
What is a rubric?
The main purpose of a rubric
things students should do / make / say / write
What is a rubric?
assessed by a rubric
descriptive and not evaluative
What is a rubric?
The genius of rubric
What is a rubric?
Rubrics give structure to observation
Rubrics describe the performance instead of judging the performance
Judgments without the description STOPthe action in the classroom
What is a rubric?
Why a rubric is important?
Why a rubric is important?
They clarify for students the quality of their work.
Identify what are the important outcomesto focus on.
Why a rubric is important for TEACHERS?
make a standard
easy for scoring/grading
important tools for multiple teachers
Why a rubric is important for STUDENTS?
guidance to self assess and improvetheir work
what is the next step that should be enhanced the quality of their
performance?
Types of rubrics
Holistic
Analytic
Holistic Rubrics
describe characteristics of each level of performance for an assignment or activity at the same time and enabling an overall judgment
Score Criteria4
(80-100%)Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose.
3(70-79%)
Research paper demonstrates considerable understanding and execution of the assigned objectives. Thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points, but may exhibit occasional weaknesses and lapses in correctness. Writing also has some errors and ambiguities, yet does read clearly and coherently.
2(60-69%)
Research paper demonstrates some understanding and execution of the assigned objectives. Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and may read confusingly and incoherently.
1(50-59%)
Research paper demonstrates limited understanding and execution of the assigned objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors and ambiguities, and reads confusingly and incoherently.
http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_rubrics.html
Analytic Rubrics
describe work on each particularly criteria
StandardsCriteria Adequate (50-59%) Competent (60-69%) Good (70-79%) Excellent (80-100%)
Knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject
Demonstrates limited knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject
Demonstrates some knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject
Demonstrates considerable knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject
Demonstrates thorough and insightful knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject
Critical and creative thinking skills
Uses critical and creative thinking skills with limited effectiveness
Uses critical and creative thinking skills with moderate effectiveness
Uses critical and creative thinking skills with considerable effectiveness
Uses critical and creative thinking skills with a high degree of effectiveness
Communication of information and idea
Communicates information and idea with limited clarity
Communicates information and ideas with some clarity
Communicates information and ideas with considerable clarity
Communicates information and ideas with a high degree of clarity and with confidence
Quality of argument and writing
Argument is simple and unoriginal, and the writing is weak and inconsistent
Argument takes on a fair and expected position, and the writing is moderately clear and coherent
Argument bridges on the complex and original, and the writing is clear and coherent
Argument is complex and original, and the writing is strong, fluid, and creatively coherent
Spelling and grammar Several errors in spelling and grammar
A few errors in spelling and grammar
Some errors in spelling and grammar
No errors in spelling and grammar
http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_rubrics.html
analytic rubrics are best for most classroom purpose.
Holistic rubrics Analytic rubrics
Summative assessment Formative assessment
Holistic vs Analytic
Holistic Analytic
All criteria are evaluated Each criterion is evaluated separately
Advantages
• Scoring is faster• Give overall of student
achievement
• Gives diagnostic information to teacher
• Give formative feedback to students
Disadvantages
• Single overall score does not communicate information about what to do to improve
• Need time to evaluate
Essential parts of rubrics
Rubrics
Descriptors Criteria
Standards
scale of points
Very Good4 / A
Average3 / B
Fair2 / C
Poor1 / D
Content (Writing
assignment)
addresses all aspects of the prompt, provides good support for and development of all ideas with range of detail, substantive
prompt adequately addressed, ideas not fully developed or supported with detail, though main ideas are clear, less substance
prompt may not be fully addressed (writer may appear to skirt aspects of prompt, ideas not supported well, main ideas lack detailed development, little substance
doesn’t adequately address prompt, little to no support or development of ideas, non-substantive
DescriptorsCriteria
Standardsscale of points
Adapted from: Analytic Writing Scale for the Spanish Foreign Language Immersion ProgramUniversity of Minnesota, Revised July, 1996
Good Rubrics
“Everybody understands thesame thing when they read one”
Common rules for building GOOD rubrics
1. Each row must form a single unidimensional scale.
Criteria 1Below
Expectations
2Developing
3Acceptable
4Exemplary
Plausibility of Evaluations
Makers no effortto evaluate answers.
Evaluations of answer areconfusing.
Evaluation of answers are clear but implausible.
Evaluations of answers are thoughtful and convincing.
Criteria 1Below
Expectations
2Developing
3Acceptable
4Exemplary
Thesis The speaker did not present a thesis.
The speaker is still learning how to define a thesis.
The speaker is beginning to define a thesis.
The speaker clearly definesthe thesis with relevant quotes and summaries.
2. Each row must measure degrees of the criterion from highest to lowest.
3. There are clear differences between each of the score levels across each row.
4. If the rubric is available to students the level of detail in each cell sufficiently conveys expectation parameters, yet allows for creativity and unique performances.
5. Ensure that the descriptors are positive, informative, or clinical rather than negative or critical.
6. Ensure that all terms and expectations are unambiguously defined.
7. The descriptions depict attributes of the performance rather than express comparative language about the performance.
Criteria 1Below
Expectations
2Developing
3Acceptable
4Exemplary
Quality of Methodology
Section
Methodology is not described.
Methodology is partially described OR detail are confusing.
Steps in the methodology are listed but have limited detail.
Methodology is described in sufficient detail to enable replication of her experiment.
Criteria 1Below
Expectations
2Developing
3Acceptable
4Exemplary
Originality Student’s artwork is typical.
Student seldomtakes daring chances to make artwork original.
Student occasionally takes daringchances to make artwork original.
Student frequently takes daring chances to make artwork original.
ReferencesBrookhart, S. M., Supervision, A. f., & Development, C. (2013). How to Create and
Use Rubrics for Formative Assessment and Grading: ASCD.
Zane, T. W. (2011). How to Create Your Written Communications Scoring Rubrics: A
Step by Step Approach. Retrieved from
https://geographydqp.weebly.com/uploads/1/4/2/0/14200851/creating_comm
_scoring_rubric.pdf
Education, T. a. L. i. H. (2019). Types of Rubrics: Holistic and Analytic. Retrieved
from
http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_t
ypes_of_rubrics.html
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