Print How to design rubrics Rubrics take many different forms. Some rubrics describe only three levels of performance; others have more. Sometimes the terminology used to describe the various parts of the rubric will differ. None of this really matters.
In contrast, number of sources is considered p levels writing assessment rubric with historical accuracy and the other criteria in the use of a holistic rubric to arrive at a more global or holistic impression of the student work.
When to choose an analytic rubric Analytic rubrics are more common because teachers typically want to assess each criterion separately, particularly for assignments that involve a larger number of criteria.
It becomes more and more difficult to assign a level of performance in a holistic rubric as the number of criteria increases. For example, what level would you assign a student on the holistic research rubric above if the student included 12 sources, had lots of inaccuracies, did not make it clear from which source information came, and whose bibliography contained most relevant information?
As student performance increasingly varies across criteria it becomes more difficult to assign an appropriate holistic category to the performance. Additionally, an analytic rubric better handles weighting of criteria.
How would you treat "historical accuracy" as more important a criterion in the holistic rubric? It is not easy. But the analytic rubric handles it well by using a simple multiplier for each criterion.
When to choose a holistic rubric So, when might you use a holistic rubric? Holistic rubrics tend to be used when a quick or gross judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a holistic judgment e.
But holistic rubrics can also be employed for more substantial assignments. On some tasks it is not easy to evaluate performance on one criterion independently of performance on a different criterion.
For example, many writing rubrics see example are holistic because it is not always easy to disentangle clarity from organization or content from presentation. So, some educators believe a holistic or global assessment of student performance better captures student ability on certain tasks. Alternatively, if two criteria are nearly inseparable, the combination of the two can be treated as a single criterion in an analytic rubric.
There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. A rubric can have as few as two levels of performance e.
But because a checklist does contain criteria and at least two levels of performance, I include it under the category of rubrics. Also, it is not true that there must be an even number or an odd number of levels.
Again, that will depend on the situation. To further consider how many levels of performance should be included in a rubric, I will separately address analytic and holistic rubrics.
Analytic rubrics Generally, it is better to start with a smaller number of levels of performance for a criterion and then expand if necessary. Making distinctions in student performance across two or three broad categories is difficult enough.
As the number of levels increases, and those judgments become finer and finer, the likelihood of error increases.
For example, in an oral presentation rubric, amount of eye contact might be an important criterion. Performance on that criterion could be judged along three levels of performance: Or, at the least, it is a place to start.
Furthermore, you might discover that the labels of never, sometimes and always sufficiently communicates to your students the degree to which they can improve on making eye contact.
On the other hand, after applying the rubric you might discover that you cannot effectively discriminate among student performance with just three levels of performance.
Perhaps, in your view, many students fall in between never and sometimes, or between sometimes and always, and neither label accurately captures their performance. So, at this point, you may decide to expand the number of levels of performance to include never, rarely, sometimes, usually and always.An internal advisory committee suggested developing writing rubrics to address these problems.
Rubrics were developed for the series of reflection papers and for the final research paper. The students are given these rubrics at the beginning of the course and immediately prior to each assignment.
A rubric is an explicit set of criteria used for assessing a particular type of work or performance (TLT Group, n.d.) and provides more details than a single grade or mark. Rubrics for Assessing Student's Writing.
Center for Arts and Society, College of Fine Arts Assessment: Rubrics for Assessing Student Writing Reflection Writing Rubric Research Project Writing Rubric Purpose.
Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates levels of performance for each criterion so the teacher can assess student performance on each criterion.
iRubric PA: Assessment of elementary level writing. Free rubric builder and assessment tools. Fountas and Pinnell Assessment Rubric Levels A-K Comprehension Accuracy LimitedExcellent Satisfactory 5 4 Unsatisfactory % Independent Independent Instructional Hard % Instructional Instructional Hard Hard Below 90% Hard Hard Hard Hard From Fountas and Pinnell Benchmark Assessment guide, page