Grading and Performance Rubrics What are Rubrics? A rubric is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of the characteristics of the work associated with each component, at varying levels of mastery.
One or Several Judgments? Analytic Each criterion dimension, trait is evaluated separately. Gives diagnostic information to teacher. Gives formative feedback to students.
Easier to link to instruction than holistic rubrics. Good for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores.
Takes more time to score than holistic rubrics. Takes more time to achieve inter-rater reliability than with holistic rubrics. Holistic All criteria dimensions, traits are evaluated simultaneously. Scoring is faster than with analytic rubrics. Requires less time to achieve inter-rater reliability.
Good for summative assessment. Single overall score does not communicate information about what to do to improve. Not good for formative assessment. General Description of work gives characteristics that apply to a whole family of tasks e. Can share with students, explicitly linking assessment and instruction.
Reuse same rubrics with several tasks or assignments. Supports learning by helping students see "good work" as bigger than one task.
Students can help construct general rubrics. Lower reliability at first than with task-specific rubrics. Requires practice to apply well.
Task-Specific Description of work refers to the specific content of a particular task e. Teachers sometimes say using these makes scoring "easier. Cannot share with students would give away answers. Need to write new rubrics for each task. For open-ended tasks, good answers not listed in rubrics may be evaluated poorly.
From Assessment and Grading in Classrooms p. Brookhart and Anthony J. Copyright by Pearson Education. Analytic and holistic rubrics Analytic rubrics describe work on each criterion separately. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall judgment about the quality of the work.
The top panel of Figure 1. For most classroom purposes, analytic rubrics are best. Focusing on the criteria one at a time is better for instruction and better for formative assessment because students can see what aspects of their work need what kind of attention. Focusing on the criteria one at a time is good for any summative assessment grading that will also be used to make decisions about the future—for example, decisions about how to follow up on a unit or decisions about how to teach something next year.
One classroom purpose for which holistic rubrics are better than analytic rubrics is the situation in which students will not see the results of a final summative assessment and you will not really use the information for anything except a grade.
Some high school final examinations fall into this category. Grading with rubrics is faster when there is only one decision to make, rather than a separate decision for each criterion.
On balance, for most classroom purposes I recommend analytic rubrics.Grading Rubric for Undergraduate Term Papers.
Characteristic Outstanding Above Average Average Below Average Failing Topical Requirements. 10 The paper is tightly focused on the assigned topic and highlights its significance The paper is focused on the assigned topic and mentions its significance The paper is mostly focused on the assigned topic but does not explain its significance The paper.
paper. There is a main idea supported throughout most of the paper. Vague sense of a main idea, weakly supported throughout the paper. No main idea Organization: Overall Well-planned and well-thought out. Includes title, introduction, statement of main idea, transitions and conclusion.
Good overall organization, includes the main organizational tools. Characteristics to note in the rubric: Language is descriptive, not evaluative.
Labels for degrees of success are descriptive (“Expert” “Proficient”, etc.); by avoiding the use of letters representing grades or numbers representing points, there is no implied contract that qualities of the paper will “add up” to a specified score or grade or that all .
1 Grading Rubric for Philosophy Papers It is a common and worthwhile question for philosophy students to ask - how are written assignments graded? The paper is about a specific topic but the writer has not established a position.
The topic is too broad for the scope of this assignment. The topic is not clearly defined. Depth of discussion: In-depth discussion & elaboration in all sections of the paper. In-depth discussion & elaboration in most sections of the paper.
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