Assessment Rubrics

Assessment Rubrics

1. Assessment Rubrics Course Title : Language Test Development Professor: Dr. Lemuel Fontillas Prepared by: Roselle M. Reonal

2. Anticipated Understanding: Purpose: provide an overview of “rubric” in language testing and assessment and to highlight the parts of a rubric through various dimensions. 2

3. What is a rubric? The word “rubric” comes from the Latin word “red.” It was once used to signify the highlights of a legal decision as well as the directions for conducting religious services, found in the margins of liturgical books—both written in red. 3

4. What is a rubric? In a broad sense, rubric refers to a term which has existed in English for more that 600 years and during that time, mostly it has meant a set of “printed rules or instructions.” (Encarta Encyclopedia, 2004). 4

5. What is a rubric? In, educational sense, it refers to different categories such as criteria for assessment, evaluation of learning, gradients of learning of a set of instructions etc. (Brown, 2012). 5

6. Construction of a Rubric: In order to construct a good rubric, focus on what to measure exactly, how to measure performance, and decision on what a passing level of performance competency is. 6

7. 1. Related Terms 7

8. Terms: Rubric: a scoring guide used to judge students’ work Skill-Focused Rubrics: scoring guides for judging students’ mastery of the skill being assessed 8

9. Terms: Student Behavior: a student’s performance intended to demonstrate what the student has learned. Student Product: a material that a student creates to demonstrate the learning 9

10. Terms: Task-specific Rubrics: scoring guides suitable for judging responses to only a particular task. Hyper general Rubrics: Excessively inexact, often vague, scoring guides 10

11. Terms: Analytic Scoring: when a rubric’s evaluative criteria are applied separately in judging student’s work. Holistic Scoring: w hen a rubric’s evaluative criteria contribute to a single, overall judgement of quality 11

12. Remember: Rubrics can be used to evaluate any of student-generated product or any student-generated behavior. 12

13. 1. Construction of a rubric 13

14. Construction of a rubric… Defining the Behavior to be assessed: Expected student outcomes, what they should accomplish at the end of each unit and end of each term should be clarified. 14

15. Construction of a rubric… 2. Choosing the activity After the determination of the purpose of the assessment, you should decide an activity and consider issues regarding time constraints, resources, and how much data is required. 15

16. Construction of a rubric… 2. Defining the criteria Third step after the decision of activity and tasks to be used, definition of which elements of the project/task will be used to find the success of the students’ performance. 16

17. 1. Parts of a Rubric 17

18. Parts of a rubric… 1. Task Description A “performance” of some types by the student. Can be: Paper Presentation Poster 18

19. Parts of a rubric… 2. Scale Description of how well or poor a given task is performed and indicates the rubric’s evaluative goal. Terms are used e.g. Mastery, partial mastery, progressing, emerging 19

20. Parts of a rubric… 3. Dimensions Lays out the components of the task Clarifies how the student’s task can be broken down into components in terms of importance. Should represent the types of skill to be achieved by the students in a scholarly work such as technique, citation, use of language appropriate to the occasion 20

21. Parts of a rubric… 4. Descriptions of dimensions Help show where the student failed the desired level of proficiency or highest expectation of the task to be reached. Mostly, three dimension descriptions are preferred. 21

22. Parts of a rubric… 22

23. 1. Importance of Rubrics 23

24. Importance of a rubric… According to Center for Advanced Research on Language Acquisition (CARLA), rubrics help us to anchor points along a quality continuum, therefore, instructors can set reasonable and appropriate expectations for learners and judge consistently how well they are met or not. 24

25. 1. Why do we need rubrics? 25

26. Reasons why we use rubrics… 1. Well designed rubrics play a significant role to increase an assessment construct and content validity by aligning evaluation criteria to standards, curriculum, instruction and assessment tasks. 26

27. Reasons why we use rubrics… 2. By setting a criteria to rate, well-designed rubrics can increase the reliability of that assessment, thus, it applies consistency and objectivity. 3. It helps learners set goals and take the responsibility of their own learning, since it provides an understanding of optimal performance. 27

28. Reasons why we use rubrics… 4. Bias can be reduced by evaluating student’s work with established criteria that help instructors clarify goals and improve their teaching by identifying the most salient criteria for the evaluation of performance and by writing the descriptions of excellent performance. 28

29. Reasons why we use rubrics… 5. Learners can develop their ability to judge quality in their work and others’ work through self and peer assessment rubrics. 6. Rubrics answer the question “Why did I/my child get a B on this project?” 29

30. Reasons why we use rubrics… 7. Rubrics help learners get specific feedback about their strong and weak areas about how to develop their performance. 8. They play role in the assessment of learners’ effort and performance on their own and make adjustments before the submission of the assignments for grading. 30

31. Reasons why we use rubrics… 9. Rubrics allow the learners, teachers, parent to monitor the progress over a certain time period of instruction. 10. Time spent evaluating performance and providing feedback can be reduced. 31

32. 1. Types of Rubric 32

33. Types of Rubrics There are two dominant types: Holistic Rubrics and Analytic Rubrics. 33

34. Holistic Rubrics Holistic Rubrics contain different levels of performance that describes the quality, and quantity of a task. 34

35. Holistic Rubrics 35

36. Advantage and Disadvantages Holistic Rubrics Advantages often written generically and can be used with many tasks. emphasize what learners can do, rather than what they cannot do. Save time by minimizing the number of decision raters must make. 36

37. Advantage and Disadvantages Holistic Rubrics Advantages - trained raters tend to apply them consistently, resulting in more reliable measurement Usually less detailed than analytic rubrics and may be more easily understood by younger learners 37

38. Advantage and Disadvantages Holistic Rubrics Disadvantages Do not provide specific feedback to test-takers about the strengths and weaknesses of their performance. Criteria cannot be differently weighted. ( Teddick , 2002; TeacherVision.com, 2000) 38

39. Analytic Rubrics According to Taggart, analytic scales are the types which tend to focus on broad dimensions of writing or speaking performance. These dimensions may be similar with those found in a holistic scale, but they are presented in separate categories and rated individually. Points may be assigned for performance on each of the dimensions and a total score calculated. 39

40. Analytic Rubrics In general sense, analytic rubrics are associated with large-scale assessment of general dimensions of language performance. In practice, the names “analytic rubric” and “multiple trait rubric” may be sued interchangeably. 40

41. Advantage and Disadvantages Analytic Rubrics Advantages According to Moskal (2000): - provide a useful feedback to learners on areas of strength and weakness. Dimensions can be weighted to reflect relative importance. Can show learners that they have made progress over time in some or all dimensions when the same rubric categories are used repeatedly. 41

42. Advantage and Disadvantages Holistic Rubrics Disadvantages According to Teddick (2002), for different aspects of writing or speaking performance, separate scores are considered more artificial, since learner can’t get a good assessment of the whole performance. Take more time to create and use Raters tend to evaluate grammar related categories more strictly than other categories. 42

43. Analytic Rubrics Holistic Rubrics contain different levels of performance that describes the quality, and quantity of a task. 43

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45. References: https://www.slideshare.net/Yupgencoleen11/specific-assessment-tools-in-language-rubrics-101131496