How to Develop in addition to Use Rubrics Rubrics can be used to classify student essays, research reports, projects, per as long as mances, works of art, oral presentations, portfolios, in addition to group activities. They are powerful tools that can both give feedback to students as well as collect data as long as assessment. Rubrics are used to classify materials that vary along a continuum, in addition to the use of rubrics can reduce the subjectivity of grading in addition to assessment. There are two major types of scoring rubrics: The following are 4-point in addition to six-point holistic rubrics as long as critical thinking.

How to Develop in addition to Use Rubrics Rubrics can be used to classify student essays, research reports, projects, per as long as mances, works of art, oral presentations, portfolios, in addition to group activities. They are powerful tools that can both give feedback to students as well as collect data as long as assessment. Rubrics are used to classify materials that vary along a continuum, in addition to the use of rubrics can reduce the subjectivity of grading in addition to assessment. There are two major types of scoring rubrics: The following are 4-point in addition to six-point holistic rubrics as long as critical thinking. www.phwiki.com

How to Develop in addition to Use Rubrics Rubrics can be used to classify student essays, research reports, projects, per as long as mances, works of art, oral presentations, portfolios, in addition to group activities. They are powerful tools that can both give feedback to students as well as collect data as long as assessment. Rubrics are used to classify materials that vary along a continuum, in addition to the use of rubrics can reduce the subjectivity of grading in addition to assessment. There are two major types of scoring rubrics: The following are 4-point in addition to six-point holistic rubrics as long as critical thinking.

Stevens, Mark, News Director has reference to this Academic Journal, PHwiki organized this Journal How to Develop in addition to Use RubricsModified from a presentation given by Mary J. AllenRubrics can be used to classify student essays, research reports, projects, per as long as mances, works of art, oral presentations, portfolios, in addition to group activities. They are powerful tools that can both give feedback to students as well as collect data as long as assessment.Rubrics are used to classify materials that vary along a continuum, in addition to the use of rubrics can reduce the subjectivity of grading in addition to assessment.

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There are two major types of scoring rubrics:Holistic scoring, which produces one global, holistic score. This is the type of rubric that we use as long as the GWE scoring in addition to as long as the English 350 readings.Analytic rubrics, which produce separate, holistic scoring of specific characteristics of student work. These can be very useful in extracting data on student learning outcomes.The following are 4-point in addition to six-point holistic rubrics as long as critical thinking.Holistic Critical Thinking Scoring Rubric Facione in addition to Facione

Portl in addition to State University Studies Program Holistic Critical Thinking RubricGWE Rubric CSUDH; Holistic scoring6 Superior A 6 essay demonstrates superior writing, but may have minor flaws. A typical essay in this category: Addresses the topic clearly in addition to responds effectively to all aspects of the task. Demonstrates a thorough critical underst in addition to ing of the prompt in developing an insightful response. Explores the issues thoughtfully in addition to in depth. Is coherently organized in addition to developed, with ideas supported by apt reasons in addition to well-chosen examples. Has an effective, fluent style marked by syntactic variety in addition to a clear comm in addition to of language. Is generally free from errors in grammar, usage, in addition to mechanics. 5 Strong A 5 essay demonstrates clearly competent writing. It may have some errors, but they are not serious enough to distract or confuse the reader. A typical essay in this category: Clearly addresses the topic, but may respond to some aspects of the task more effectively than others. Demonstrates a sound critical underst in addition to ing of the prompt in developing a well-reasoned response. Shows some depth in addition to complexity of thought. Is well-organized in addition to developed, with ideas supported by appropriate reasons in addition to examples. Displays some syntactic variety in addition to facility in the use of language. May have a few errors in grammar, usage, in addition to mechanics. 4 Adequate A 4 essay demonstrates adequate writing. It may have some errors that distract the reader, but they do not significantly obscure meaning. A typical essay in this category: Addresses the topic, but may slight some aspects of the task. Demonstrates a generally accurate underst in addition to ing of the prompt in developing a sensible response. May treat the topic simplistically or repetitively. Is adequately organized in addition to developed, generally supporting ideas with reasons in addition to examples. Demonstrates adequate use of syntax in addition to language. May have some errors, but generally demonstrates control of grammar, usage, in addition to mechanics. 3 Sub-Marginal A 3 essay demonstrates developing writing competence, but is flawed in some significant way(s). A typical essay in this category reveals one or more of the following weaknesses: Distorts or neglects aspects of the task. Demonstrates some underst in addition to ing of the prompt, but may misconstrue parts of it or make limited use of it in developing a weak response. Lacks focus, or demonstrates confused or simplistic thinking. Is poorly organized in addition to developed, presenting generalizations without adequate in addition to appropriate support or presenting details without generalizations. Has limited control of syntax in addition to vocabulary. Has an accumulation of errors in grammar, usage, in addition to mechanics that sometimes interfere with meaning. 2 Inadequate A 2 essay demonstrates seriously flawed writing. An essay in this category reveals one or more of the following weaknesses: Indicates confusion about the topic or neglects important aspects of the task. Demonstrates very poor underst in addition to ing of the main points of the prompt, does not use the prompt appropriately in developing a response, or may not use the prompt at all. Lacks focus in addition to coherence, in addition to often fails to communicate its ideas. Has very weak organization in addition to development, providing simplistic generalizations without support. Has inadequate control of syntax in addition to vocabulary. Is marred by numerous errors in grammar, usage, in addition to mechanics that frequently interfere with meaning. 1 Incompetent A 1 essay demonstrates fundamental deficiencies in writing skills. A typical essay in this category reveals one or more of the following weaknesses: Suggests an inability to comprehend the question or to respond meaningfully to the topic. Demonstrates little or no ability to underst in addition to the prompt or to use it in developing a response. Is unfocused, illogical, or incoherent. Is disorganized in addition to undeveloped, providing little or no relevant support. Lacks basic control of syntax in addition to vocabulary. Has serious in addition to persistent errors in grammar, usage, in addition to mechanics that severely interfere with meaning.The following three rubrics are examples of analytic rubrics, which break down the assessment into the specific tasks that students are expected to master.

Northeastern Illinois University General Education Critical Thinking RubricRubrics as long as Assessing In as long as mation Competence in the Cali as long as nia State UniversityWriting Rubric

Rubrics have many strengths:Complex materials can be examined efficiently.Developing a rubric helps to precisely define faculty expectations.Well-trained reviewers apply the same criteria in addition to st in addition to ards.Rubrics are criterion-referenced rather than norm-referenced. Thus, the work can be assessed as to whether or not it met certain criteria rather than how it compares to other pieces of work.Ratings can be done by students to assess their own work, or they can be done by others – peers, faculty, fieldwork supervisors, etc.Rubrics can be useful as long as grading as well as assessment. The following is an example of the same rubric that can be used in different ways to grade, in addition to at the same time gather evidence needed as long as program assessment. This particular rubric is assessing oral presentation skills.Rubric example

Analytic Rubric as long as Grading Oral PresentationsAnalytic Rubric as long as Grading Oral Presentations ExampleIn this version of the rubric, the faculty checks off aspects of the presentation, in addition to then grades the entire per as long as mance holistically.

The rubric can be amended to include other in as long as mation, in addition to can combine features used as long as grading.Assessment Vs. Grading ConcernsGrading rubrics may include criteria that are not related to the learning outcome being assessed. These criteria are used as long as grading, but ignored as long as assessment.Grading requires more precision than assessment.If multiple faculty will use the rubric as long as grading or assessment, they should be calibrated to get inter-reader reliability.Rubrics can:Speed up gradingProvide routine feedback as long as students.Clarify expectations to students.Reduce student grade complaints.Improve the reliability in addition to validity of assessment in addition to grades.Make grading in addition to assessment more efficient in addition to effective by focusing the faculty member on the important dimensions.Help faculty create better assignments that ensure that students display what you want them to demonstrate.

Suggestions as long as use of rubrics in classes.H in addition to out the grading rubric with the assignment so students will know your expectations.Use a rubric as long as grading student work, in addition to return the rubric with the grading on it.Develop a rubric with your students as long as an assignment or a group project.Have students apply the rubric to other products be as long as e they do their own assignment.Have students exchange draft papers in addition to give peer feedback using the rubric; then give a few days be as long as e the final draft is turned in.Have students self-assess their products, in addition to compare their assessment with that of the faculty.Typical Four-Point Rubric LevelsBelow Expectations. Student’s demonstrated level of underst in addition to ing clearly does not meet our expectations. Major components may be missing, inaccurate, or irrelevant to the task.Needs Improvement. Student needs to demonstrate a deeper underst in addition to ing to meet our expectations, but does show some underst in addition to ing; student may not fully develop ideas or may use concepts incorrectly.Meets Expectations. Student meets our expectations, per as long as ms at a level acceptable as long as graduation, demonstrates good underst in addition to ing, etc.Exceeds Expectations. Student exceeds our expectations, per as long as ms at a sophisticated level, identifies subtle nuances, develops fresh insights, integrates ideas in creative ways, etc.Rubric Category LabelsUnacceptable, Marginal, Acceptable, ExemplaryBelow Expectations, Developing, Meets Expectations, Exceeds ExpectationsNovice, Apprentice, Proficient, ExpertBelow Basic, Basic, Proficient, Advanced

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Create a RubricAdapt an already-existing rubricAnalytic methodExpert systems modelSteps as long as Creating a Rubric: Analytic Method1. Identify what you are assessing, e.g., critical thinking.2. Identify the characteristics of what you are assessing, e.g., appropriate use of evidence, recognition of logical fallacies.3. Describe the best work you could expect using these characteristics. This describes the top category.4. Describe the worst acceptable product using these characteristics. This describes the lowest acceptable category.5. Describe an unacceptable product. This describes the lowest category.6. Develop descriptions of intermediate-level products in addition to assign them to intermediate categories. You might decide to develop a scale with five levels (e.g., unacceptable, marginal, acceptable, competent, outst in addition to ing), three levels (e.g., novice, competent, exemplary), or any other set that is meaningful.7. Ask colleagues who were not involved in the rubric’s development to apply it to some products or behaviors in addition to revise as needed to eliminate ambiguities.Steps as long as Creating a Rubric: Expert Systems Method1. Have experts sort sample documents into piles with category labels.2. Determine the characteristics that discriminate between adjacent piles.3. Use these characteristics to describe each category.4. Ask colleagues who were not involved in the rubric’s development to apply it to some products or behaviors in addition to revise as needed to eliminate ambiguities.

There are different ways to use rubrics when reading documentOne reader/documentTwo independent readers/document, perhaps with a third reader to resolve discrepancies.Paired readersBe as long as e hosting an assessment partyDevelop in addition to pilot test the rubricSelect examples of weak, medium, in addition to strong student workDevelop a system as long as recording scores.Using the rubrics, you can gather data on the percent of students achieving at each level as long as each outcome assessed.

WASC uses a rubric to assess our outcomes.For links to online rubrics, go to http://www.calstate.edu/itl/resources/assessment/scoring-rubrics-examples.shtml

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