assessment report.pptxpurposive communicationpurposive communicationpurposive communicationpurposive communication

purposive communication

1. Next Back OTHER METHODS

2. Authentic assessment schemes apart from scoring rubrics exist in the arsenal of a teacher. For example, checklists may be used rather than scoring rubrics in the evaluation of essays. Checklists enumerate a set of desirable characteristics for a certain product and the teacher marks those characteristics which are actually observe .

3. C hecklists are an appropriate choice for evaluation when the information that is sought is limited to the determination of whether or not specific criteria have been met. On the other hand, scoring rubrics are based on descriptive scales and support the evaluation of the extent to which criteria have been met.

4. Back Next Assessment is really the purpose of assessment scoring rubrics provide at least two benefits in the evaluation process. First, they support the examination of the extent to which the specified criteria have been reached.

5. Back Next Second, they provide feedback to students concerning how to improve their performances. If these benefits are consistent with the purpose of the assessment, then a scoring rubric is likely to be an appropriate evaluation technique

6. Next Back General versus Task-Specific

7. Back Next In the development of the scoring rubrics, it is well to bear in mind that it can be used to assess of evaluate specific tasks or general or broad category of tasks. For instance, suppose that we are interested in assessing the student's oral communication skills. Then, a general scoring rubric may be developed and used to evaluate each of the oral presentations given by that student.

8. Back Next After each such oral presentation of the students, the general scoring rubrics are shown to the students which then allow them to improve on their previous performances. Scoring rubrics have this advantage of instantaneously providing a mechanism for immediate feedback.

9. In contrast, suppose the main purpose of the oral presentation is to determine the students' knowledge of the facts surrounding the EDSA 1 revolution, then perhaps a specific scoring rubric would be necessary. A general scoring rubric for evaluating a sequence of presentations may not be adequate since, in general. events such as EDSA I (and EDSA II) differ on the situations surrounding factors (what caused the revolutions) and the ultimate outcomes of these events.

10. Back Next Thus, to evaluate the students' knowledge of these events, it will be necessary to develop specific rubrics scoring guide for each presentation.

11. Next Back Process of Developing Scoring Rubrics

12. Back Next The development of scoring rubrics goes through a process. The first step in the process entails the identification of the qualities and attributes that the teacher wishes to observe in the students outputs that would demonstrate their level of proficiency. (Brookhart, 1999).

13. Next These qualities and attributes form the top level of the scoring criteria for the rubrics. Once done, a decision has to be made whether a holistic or an analytical rubric would be more appropriate. In an analytic scoring rubric, each criterion is considered one by one and the descriptions of the scoring levels are made separately.

14. Back Next This wil l then result in separate descriptive scoring schemes for each of the criterion or scoring factor . On the other hand, for holistic scoring rubrics, the collection of criteria is considered throughout the construction of each level of the scoring rubric and the result is single descriptive scoring scheme.

15. Back Next The next step after defining the criteria for the top level of performance is the identification and definition of the criteria for the lowest level of performance. In other words, the teacher is asked to determine the type of performance that would constitute the worst performance or a performance which would indicate lack of understanding of the concepts being measured.

16. Back Next The underlying reason for this step is for the teacher to capture the criteria that would suit a middle level performance for the concept being measured. Is particular, therefore, the approach suggested would result in at least three levels of performance

17. A note of caution, it is suggested that each score category should be defined using descriptors of the work rather then value-judgement about the work (Brookhart, 1999) For example, "Student's sentences contain no errors in subject-verb agreements," is preferable over, "Student's sentences are good." The phrase "are good" requires the evaluator to make a judgement whereas the phrase "no errors is quantifiable.

18. Back Next Finally, we can test whether our scoring rubrics "reliable" by asking two or more teachers to score the same set of projects outputs and correlate their individual assessments High correlation between the raters imply high mere reliability.

19. Back Next Resources Currently, there is a broad range of resources available to teachers who wish to use scoring rubrics in their classrooms. These resources differ both in the subject that they cover and the level that they are designed to assess. The examples provided below are only a small sample of the information that is available.

20. Back Next Scoring Rubrics - Definitions & Constructions (2000b), specifically addresses questions that are frequently asked with regard to scoring rubrics. This site also provides electronic links to web resources and bibliographic references to books and articles that discuss scoring rubrics. For more recent developments within assessment and evaluation, a search can be completed on the abstracts of papers that will soon be available through ERIC/AE (2000).

21. Back Next For K-12 teachers, the State of Colorado (1998) has developed an online set of general, holistic scoring rubrics that are designed for the evaluation of various writing assessments. The Chicago Public Schools (1999) mainta n an extensive electronic list of analytic and holistic scoring rubrics that span the broad array of subjects represented throughout K-12 educa ti on.

22. Search engines that are available on the web may be used to locate additional electronic resources. When using this approach, the search criteria should be as specific as possible. Generic searches the use the terms "rubrics" or "scoring rubrics" will yield a large volume of references. When seeking information on scoring rubrics from the web, it is advisable to use an advanced search and specify the grade level, subject area and topic of interest. If more resources are desired than result from this conservative approach, the search criteria can be expanded.