ASSESSMENT RUBRICS
What is a rubric?
A rubric is a scoring
tool for subjective assessments. It is a set of criteria and standards linked
to learning objectives that are used to assess a student’s performance on
papers, projects, essays and other assignments. Rubrics allow for standardized
evaluation according to specified criteria, making grading simpler and more
transparent.
Rubrics force clarification of
success in the classroom, establishing clear benchmarks for achievement. By
sharing scoring rubrics with students beforehand, they become aware of the
expected standards and thus know what counts as quality work. With rubrics,
grading becomes more objective, consistent and defensible.
Common features of a
rubric
Rubrics can be created in a variety
of forms and levels of complexity, however, they all contain three common
features which:
· focus on measuring a stated performance,
behaviour, or quality.
· rate performance
· contain specific performance
characteristics arranged in levels indicating the standard which has been met.
Advantages of rubrics
for students:
1)
Helps define ‘quality’.
2)
Instructor’s expectations are clear.
3)
Manner in which to meet the expectations
are clear
4)
Students can better judge and revise
their own work and assist their peers.
5)
Vehicle for student feedback- promote
student/ faculty communication.
6)
Promotes self assessment of their own
learning and performance.
7)
Leads to improvements in the quality of
student work.
Advantages of rubrics
for instructors:
1)
Objective and consistent among all
students.
2)
Leads to insight concerning the
effectiveness of instruction.
3)
Clarifies criteria in specific terms.
4)
Data analysis becomes easier.
5)
Shows areas in need of improvement.
6)
Establishes “ground rules” to resolve
potential academic disputes.
7)
Reduces subjectivity involved in
evaluating qualitative work.
8)
Benchmarks against which to measure and
document progress.
9) Reduces time necessary to evaluate
student work.
10) Ensures
all instructors are measuring work by same standards.
11) Promotes
connection between student assessment and course objectives.
Explanation
of each performance level of a rubric
Level
|
Meaning
|
Commentary
|
4
Excellent
|
The
student meets the standard of excellence for the grade, demonstrates
exemplary performance or understand-ing, shows creativity.
|
Wow!
|
3
Proficient
|
The
student meets the acceptable standard for the grade by demonstrating solid
performance or understanding.
|
Yes
|
2
Adequate
|
The
student just meets the acceptable standard for the grade. Performance and
understanding are emerging or developing, some errors are being made, grasp
is not thorough.
|
Yes, but…
|
1
Limited
|
The
student is not yet meeting the acceptable standard for the grade and has
serious errors, omissions and misconceptions.
|
No,
but there is some basis for making improvement.
The teacher needs to make decisions
about appropriate interventions to help the student improve.
|
Insufficient/
Blank
|
No
score is awarded because there is insufficient evidence of student
performance based on the requirements of the assessment task.
|
No
judgment can be made.
The teacher must decide:
· if the student should redo the task.
· if more time should be provided to complete the
task.
· if a different task at the student’s ability level
should be assigned.
· if further instruction leading to reassessment
should be provided.
· if the task is inappropriate for the student and
should be scrapped.
|
Rubrics
thus aims at accurate and fair assessment, fostering understanding and
indicating the way to proceed with subsequent learning/ teaching.
REFERENCES:
1)
ict-tutor.weebly.com/rubrics-for-assessment.html
3) www.ccsf.edu/dam/ccsf/documents/OfficeOfInstruction/SLO/2012_Sept_12_Flex/sloflexrubrics.pdf
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