laurel 's List: T543

Engaging students in a discussion about “What makes for a good speech” (or essay
or model or dance or…) can help them deepen and internalize their understanding
of the criteria for a quality performance in that particular area.

If,
however, the primary purpose of the assessment is formative, or to give feedback
to learners to support them in improving their performance, then more
performance levels (and more performance criteria) give the learner more
specific information about the features of the performance that need attention.

making a holistic judgment

a
rubric-maker faces a similar challenge in trying to design a rubric that is
neither too narrow nor too broad.