SCORING RUBRICS FOR PERFORMANCE AND PORTFOLIO ASSESSMENT | Enrique Delula II - catchsomeair.us
RUBRIC FOR USING PORTFOLIOS TO ASSESS PROGRAM LEARNING . Data are reliable if the correlation is high and/or if discrepancies are small. Raters. CHAPTER 7 SCORING RUBRICS FOR PERFORMANCE AND PORTFOLIO Allows assessment to become more objective and consistent; 2. . and evaluated in relation to the same criteria (Ferenz, ) Student portfolio is a purposeful. Scoring related portfolio assessment for rubics is based on human judgement. Scoring rubrics is a way to assess portfolios in order to increase the reliability of scores Relationship between scoring rubrics related and portfolio assessment.
Examples of each are shown below: Digital portfolios can consist of storage media and folders. Considerations in Using Portfolios for Assessment There are several questions that should be asked when the use of a portfolio for learning assessment is being planned.
These can be summarized as follows: What specific learning outcomes will be assessed? Will all the student works be included, or only a selection of their work? If just a selection of their work, by what criteria will the selections be made? What type s of work will be included? What will be the role s of the student in the portfolio process?
What will be the role s of the faculty member s in the portfolio process? How will the portfolios be stored and organized? Who will compile and maintain the portfolios? Is privacy an issue? If so, how will this be managed? How often will the portfolios be reviewed?
What specific criteria will be used for portfolio evaluation? Will a rubric be developed? Will the criteria or rubric be used for all the works in the portfolio, or for a selection of works? 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. Therefore, most of the examples in this book will be analytic rubrics.
What Are Rubrics and Why Are They Important?
Before we leave holistic rubrics, however, I want to reemphasize the important point that all the criteria are used in holistic rubrics. You consider them together, but you don't boil down the evaluation to the old "excellent-good-fair-poor" kind of thinking along one general "judgment" dimension.
True holistic rubrics are still rubrics; that is, they are based on criteria for good work and on observation of how the work meets those criteria. General and task-specific rubrics General rubrics use criteria and descriptions of performance that generalize across hence the name general rubricsor can be used with, different tasks. The tasks all have to be instances of the same learning outcome—for example, writing or mathematics problem solving. The criteria point to aspects of the learning outcome and not to features of any one specific task for example, criteria list characteristics of good problem solving and not features of the solution to a specific problem.
The descriptions of performance are general, so students learn general qualities and not isolated, task-specific features for example, the description might say all relevant information was used to solve the problem, not that the numbers of knives, forks, spoons, and guests were used to solve the problem.Types of Rubrics
Task-specific rubrics are pretty well described by their name: They are rubrics that are specific to the performance task with which they are used. Task-specific rubrics contain the answers to a problem, or explain the reasoning students are supposed to use, or list facts and concepts students are supposed to mention.
The bottom panel of Figure 1.
- Newest Questions
- What is a rubric?
Why use general rubrics? General rubrics have several advantages over task-specific rubrics. General rubrics Can be shared with students at the beginning of an assignment, to help them plan and monitor their own work. Can be used with many different tasks, focusing the students on the knowledge and skills they are developing over time. Describe student performance in terms that allow for many different paths to success.
How to Use Rubric for Assessing Portfolios
Focus the teacher on developing students' learning of skills instead of task completion. Do not need to be rewritten for every assignment. Let's look more closely at the first two advantages. Can be shared with students at the beginning of an assignment. General rubrics do not "give away answers" to questions.
They do not contain any information that the students are supposed to be developing themselves. Instead, they contain descriptions like "Explanation of reasoning is clear and supported with appropriate details. They clarify for students how to approach the assignment for example, in solving the problem posed, I should make sure to explicitly focus on why I made the choices I did and be able to explain that. Therefore, over time general rubrics help students build up a concept of what it means to perform a skill well for example, effective problem solving requires clear reasoning that I can explain and support.
Can be used with many different tasks. Because general rubrics focus students on the knowledge and skills they are learning rather than the particular task they are completing, they offer the best method I know for preventing the problem of "empty rubrics" that will be described in Chapter 2. Good general rubrics will, by definition, not be task directions in disguise, or counts of surface features, or evaluative rating scales. Because general rubrics focus students on the knowledge and skills they are supposed to be acquiring, they can and should be used with any task that belongs to the whole domain of learning for those learning outcomes.
Of course, you never have an opportunity to give students all of the potential tasks in a domain—you can't ask them to write every possible essay about characterization, solve every possible problem involving slope, design experiments involving every possible chemical solvent, or describe every political takeover that was the result of a power vacuum.
These sets of tasks all indicate important knowledge and skills, however, and they develop over time and with practice. Essay writing, problem solving, experimental design, and the analysis of political systems are each important skills in their respective disciplines. If the rubrics are the same each time a student does the same kind of work, the student will learn general qualities of good essay writing, problem solving, and so on. If the rubrics are different each time the student does the same kind of work, the student will not have an opportunity to see past the specific essay or problem.
The general approach encourages students to think about building up general knowledge and skills rather than thinking about school learning in terms of getting individual assignments done. Why use task-specific rubrics? Task-specific rubrics function as "scoring directions" for the person who is grading the work.
Because they detail the elements to look for in a student's answer to a particular task, scoring students' responses with task-specific rubrics is lower-inference work than scoring students' responses with general rubrics. For this reason, it is faster to train raters to reach acceptable levels of scoring reliability using task-specific rubrics for large-scale assessment.
When students organize their projects and assignments by using portfolios, they are better able to reflect upon their learning. This helps deepen their understanding of the lessons.
At the end of the unit of work or at the end of the semester, the teacher must decide how to evaluate the portfolios. Similar to the assessment of other student work, rubrics can assist in this process. Step 1 List the criteria to use for the assessment of the portfolio.
Decide upon what is important, such as neatness and completeness. Include other criteria that you instructed the students to consider when they first set up their portfolios.