This link has been bookmarked by 161 people and liked by 1 people. It was first bookmarked on 17 Mar 2008, by Nick Noakes.
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holistic and analyti
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Holistic rubrics are customarily utilized when errors in some part of the process can be tolerated provided the overall quality is high
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no definitive correct answer.
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limited feedback
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is summative in nature
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fairly focused type of response is required
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one or two acceptable responses and creativity is not an essential feature
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A general rule of thumb is that an individual's work should be examined a separate time for each of the specific performance tasks or scoring criteri
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feedback
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of feedback
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initial step to developmen
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an overall, summative score is desired, a holistic scoring approach would be more desirable. In contrast, if formative feedback is the goal, an analytic scoring rubric should be used.
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quantitative and qualitative labels
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master, expert, apprentice, and novice.
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is the issue of somehow converting them to "grades
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Step 1: Re-examine the learning objectives to be addressed by the task. This allows you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see. Step 3: Brainstorm characteristics that describe each attribute. Identify ways to describe above average, average, and below average performance for each observable attribute identified in Step 2. Step 4a: 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. Step 4b: For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute. Describe the highest and lowest levels of performance using the descriptors for each attribute separately. Step 5a: For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes. Write descriptions for all intermediate levels of performance. Step 5b: For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. Write descriptions for all intermediate levels of performance for each attribute separately. Step 6: Collect samples of student work that exemplify each level. These will help you score in the future by serving as benchmarks. Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next implementation. -
performance assessment
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Andrea MeyersCraig A. Mertler
Bowling Green State University
Rubrics are rating scales-as opposed to checklists-that are used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments. Rubrics are typically the specific form of scoring instrument used when evaluating student performances or products resulting from a performance task. -
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Cindy DuffyArticle on designing rubrics for your classroom. Includes some samples and information on converting scores to grades.
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One potentially frustrating aspect of scoring student work with rubrics is the issue of somehow converting them to "grades." It is not a good idea to think of rubrics in terms of percentages (Trice, 2000). For example, if a rubric has six levels (or "points"), a score of 3 should not be equated to 50% (an "F" in most letter grading systems). The process of converting rubric scores to grades or categories is more a process of logic than it is a mathematical one. Trice (2000) suggests that in a rubric scoring system, there are typically more scores at the average and above average categories (i.e., equating to grades of "C" or better) than there are below average categories. For instance, if a rubric consisted of nine score categories, the equivalent grades and categories might look like this:
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Step 1: Re-examine the learning objectives to be addressed by the task. This allows you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see. Step 3: Brainstorm characteristics that describe each attribute. Identify ways to describe above average, average, and below average performance for each observable attribute identified in Step 2. Step 4a: 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. Step 4b: For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute. Describe the highest and lowest levels of performance using the descriptors for each attribute separately. Step 5a: For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes. Write descriptions for all intermediate levels of performance. Step 5b: For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. Write descriptions for all intermediate levels of performance for each attribute separately. Step 6: Collect samples of student work that exemplify each level. These will help you score in the future by serving as benchmarks. Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next implementation
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sandra rogersHolistic and analytic rubric design. includes examples of both and instructions
rubrics assessment design education authentic_assessment_project to_read wks5&6
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04 Feb 13
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Analytic rubrics are usually preferred when a fairly focused type of response is required
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for performance tasks in which there may be one or two acceptable responses and creativity is
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ot an essential feature of the students' response
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Prior to designing a specific rubric, a teacher must decide whether the performance or product will be scored holistically or analytically
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specific performance criteria and observable indicators must be identified as an initial step to development.
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quantitative (i.e., numerical) or qualitative (i.e., descriptive) labels
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Steps in the Design of Scoring Rubrics
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21 Nov 12
Lane Grann-Stahl"There are two types of rubrics: holistic and analytic (see Figure 1). A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately (Nitko, 2001). In contrast, with an analytic rubric, the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score (Moskal, 2000; Nitko, 2001).
This is a good, albeit somewhat old, site. Has simple to understand visuals. -
05 Nov 12
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Holistic rubrics are customarily utilized when errors in some part of the process can be tolerated provided the overall quality is high
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Analytic rubrics are usually preferred when a fairly focused type of response is required
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Sally DooleyA great article about rubric design and assessment. It also addresses how rubrics can conver to grades.
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27 Jul 12
Denise KreigerBy Craig A. Mertler, Bowling Green State University (2001). Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved July 27, 2012 from http://PAREonline.net/getvn.asp?v=7&n=25 .
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The degree of feedback offered to students-and to teachers-is significant
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a teacher must decide whether the performance or product will be scored holistically or analytically (Airasian, 2000 & 2001)
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The most important of these is that teachers must consider first how they intend to use the results.
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time requirements, the nature of the task itself, and the specific performance criteria being observed.
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quantitative (i.e., numerical) or qualitative (i.e., descriptive)
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"1" to "4."
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master, expert, apprentice, and novice.
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The process of converting rubric scores to grades or categories is more a process of logic than it is a mathematical one.
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learning objectives
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specific observable attributes
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product, process, or performance
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characteristics
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estimation, mathematical computation, conclusions, and communication of explanations
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23 Jun 12
Kirstin Fowler"requires the teacher to score the overall process or product as a whole, without judging the component parts separately"
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26 Mar 12
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A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately (Nitko, 2001). In contrast, with an analytic rubric, the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score
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23 Mar 12
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15 Feb 12
versity
Rubrics are rating scales-as opposed to checklists-that are used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments. Rubrics are typically the specific form of scoring instrument used when evaluating student performances or products resulting from a performance task. -
13 Feb 12
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Copyright 2001, PAREonline.net.
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Rubrics are rating scales-as opposed to checklists-that are used with performance assessments.
-
They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments.
-
A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately (Nitko, 2001). In contrast, with an analytic rubric, the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to
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Prior to designing a specific rubric, a teacher must decide whether the performance or product will be scored holistically or analytically (
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One potentially frustrating aspect of scoring student work with rubrics is the issue of somehow converting them to "grades."
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The bottom line for classroom teachers is that they must find a system of conversion that works for them and fits comfortably into their individual system of reporting student performance.
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Steps in the Design of Scoring Rubrics
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Re-examine the learning objectives to be addressed by the task. T
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Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. -
Brainstorm characteristics that describe each attribute. -
For holistic rubrics, write thorough narrative descriptions for excellent work and poor work incorporating each attribute into the description
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For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute. -
For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes. -
For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. -
Collect samples of student work that exemplify each level. -
Revise the rubric, as necessary.
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22 Jan 12
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20 Jan 12
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14 Nov 11
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Nicole Millergrading systems). The process of converting rubric scores to grades or categories is more a process of logic than it is a mathematical one. Trice (2000) suggests that in a rubric scoring system, there are typically more scores at the average and above average categories (i.e., equating to grades of "C" or better) than there are below average categories. For instance, if a rubric consisted of nine score categories, the equivalent grades and categories might look like this:
rubrics assessment Rubric design tools education designing scoring
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24 Oct 11
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20 Oct 11
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07 Aug 11
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03 Aug 11
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23 Apr 11
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Bowling Green State University
Rubrics are rating scales-as opposed to checklists-that are used with performance assessments. They are formally defined as scoring guides, consisting of specific pre-established performance criteria, used in evaluating student work on performance assessments. Rubrics are typically the specific form of scoring instrument used when evaluating student performances or products resulting from a performance task.
There are two types of rubrics: holistic and analytic (see Figure 1). A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately (Nitko, 2001). In contrast, with an analytic rubric, the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score (Moskal, 2000; Nitko, 2001).
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08 Apr 11
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Step 1: Re-examine the learning objectives to be addressed by the task. This allows you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see. Step 3: Brainstorm characteristics that describe each attribute. Identify ways to describe above average, average, and below average performance for each observable attribute identified in Step 2. Step 4a: 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. Step 4b: For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute. Describe the highest and lowest levels of performance using the descriptors for each attribute separately. Step 5a: For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes. Write descriptions for all intermediate levels of performance. Step 5b: For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. Write descriptions for all intermediate levels of performance for each attribute separately. Step 6: Collect samples of student work that exemplify each level. These will help you score in the future by serving as benchmarks. Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next implementation. These steps involved
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Step 1: Re-examine the learning objectives to be addressed by the task. This allows you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see. Step 3: Brainstorm characteristics that describe each attribute. Identify ways to describe above average, average, and below average performance for each observable attribute identified in Step 2. Step 4a: 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. Step 4b: For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute. Describe the highest and lowest levels of performance using the descriptors for each attribute separately. Step 5a: For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes. Write descriptions for all intermediate levels of performance. Step 5b: For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. Write descriptions for all intermediate levels of performance for each attribute separately. Step 6: Collect samples of student work that exemplify each level. These will help you score in the future by serving as benchmarks. Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next implementation.
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Cynthia DelcourtI like this website as it gives a very clear process to follow when designing a rubric.
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01 Feb 11
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21 Nov 10
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One potentially frustrating aspect of scoring student work with rubrics is the issue of somehow converting them to "grades." It is not a good idea to think of rubrics in terms of percentages (Trice, 2000). For example, if a rubric has six levels (or "points"), a score of 3 should not be equated to 50% (an "F" in most letter grading systems). The process of converting rubric scores to grades or categories is more a process of logic than it is a mathematical one. Trice (2000) suggests that in a rubric scoring system, there are typically more scores at the average and above average categories (i.e., equating to grades of "C" or better) than there are below average categories. For instance, if a rubric consisted of nine score categories, the equivalent grades and categories might look like this:
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Table 3:
Sample grades and categories
Rubric Score
Grade
Category
8
A+
Excellent
7
A
Excellent
6
B+
Good
5
B
Good
4
C+
Fair
3
C
Fair
2
U
Unsatisfactory
1
U
Unsatisfactory
0
U
Unsatisfactory
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28 May 10
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Step 1: Re-examine the learning objectives to be addressed by the task. This allows you to match your scoring guide with your objectives and actual instruction.
Step 2: Identify specific observable attributes that you want to see (as well as those you don’t want to see) your students demonstrate in their product, process, or performance. Specify the characteristics, skills, or behaviors that you will be looking for, as well as common mistakes you do not want to see. Step 3: Brainstorm characteristics that describe each attribute. Identify ways to describe above average, average, and below average performance for each observable attribute identified in Step 2. Step 4a: 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. Step 4b: For analytic rubrics, write thorough narrative descriptions for excellent work and poor work for each individual attribute. Describe the highest and lowest levels of performance using the descriptors for each attribute separately. Step 5a: For holistic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for the collective attributes. Write descriptions for all intermediate levels of performance. Step 5b: For analytic rubrics, complete the rubric by describing other levels on the continuum that ranges from excellent to poor work for each attribute. Write descriptions for all intermediate levels of performance for each attribute separately. Step 6: Collect samples of student work that exemplify each level. These will help you score in the future by serving as benchmarks. Step 7: Revise the rubric, as necessary. Be prepared to reflect on the effectiveness of the rubric and revise it prior to its next implementation.
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Table 5:
Performance Task – Scoring Rubric
Population SamplingName ____________________________ Date ________________ Beginning
1Developing
2Accomplished
3Exemplary
4Score
Sampling Technique
Inappropriate sampling technique used
Appropriate technique used to select sample; major errors in execution
Appropriate technique used to select sample; minor errors in execution
Appropriate technique used to select sample; no errors in procedures
Survey/ Interview Questions
Inappropriate questions asked to gather needed information
Few pertinent questions asked; data on sample is inadequate
Most pertinent questions asked; data on sample is adequate
All pertinent questions asked; data on sample is complete
Statistical Analyses
No attempt at summarizing collected data
Attempts analysis of data, but inappropriate procedures
Proper analytical procedures used, but analysis incomplete
All proper analytical procedures used to summarize data
Communication of Results
Communication of results is incomplete, unorganized, and difficult to follow
Communicates some important information; not organized well enough to support decision
Communicates most of important information; shows support for decision
Communication of results is very thorough; shows insight into how data predicted outcome
Total Score = ____
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24 Jan 10
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17 Dec 09
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11 Dec 09
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Rubrics are rating scales-as opposed to checklists-that are used with performance assessments
-
two types of rubrics: holistic and analytic
-
A holistic rubric requires the teacher to score the overall process or product as a whole, without judging the component parts separately
-
analytic rubric, the teacher scores separate, individual parts of the product or performance first, then sums the individual scores to obtain a total score
-
Holistic rubrics are customarily utilized when errors in some part of the process can be tolerated
-
holistic rubrics is probably more appropriate when performance tasks require students to create some sort of response
-
where there is no definitive correct answe
-
quicker scoring
-
Analytic rubrics are usually preferred when a fairly focused type of response is required
-
ollowed by a summed total scor
-
responses and creativity is not an essential feature
-
analytic rubrics result initially in several scores,
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scoring process to be substantially slower
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One potentially frustrating aspect of scoring student work with rubrics is the issue of somehow converting them to "grades."
-
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23 Nov 09
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12 Nov 09
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29 Sep 09
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13 Sep 09
Kecia Waddell, PhDWondering how to design rubrics then convert holistic and analytic scores to letter grades? God bless Craig Mertler for sharing...
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05 Jul 09
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Yuai SuRubrics are typically the specific form of scoring instrument used when evaluating student performances or products resulting from a performance task.
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03 Jul 09
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17 Jun 09
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16 Jun 09
Page Comments
Formative - analytical
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