Rubrics for Educational Assessment.pptx

Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments.

1. RUBRICS FOR EDUCATIONAL ASSESSMENT DR.SHAZIA ZAMIR

2. What Is Rubric? What are the parts of rubric which makes it? Difference between Holistic and Analytic Rubric .

3. At the end of this session the participants will be able to: define the meaning of Rubric explain the need for Rubric discuss different elements and types of Rubric. o btain skills in designing Rubrics

4. Education True education is beyond earning degrees it is more than bookish knowledge. Education means inculcating moral values, positive thinking, attitude of helping, attitude of giving to society and ethical values these kind of students are only able to bring changes in society . Education raises people's productivity and creativity and promotes entrepreneurship and technological advances . Education of an individual is defined as a process that results into total overall development of an individual.

5. Educational assessment is a qualitative and quantitative process of documenting students' knowledge, skills and attitude which is done to improve student learning or programs of student learning in light of pre determined objectives. Educational Assessment

6. Tools and Techniques of Educational Assessment Observation Assignment Interview Project Debate Examination ---------------- Portfolio Checklist Rating Scale Rubrics Questionnaires -----------------

7. Objectives & Rubrics Learning objectives {Objectives are 'SMART' if they are specific, measurable, achievable, realistic (or relevant) and time-bound}.--------Instructional activities-------Assessment Objectives of a lesson or topics help in setting rubrics. Whatever is needed as objectives, must be reflected in the grid of rubrics.

8. Learning Objectives In education, learning objectives are brief statements that describe what students will be expected to learn by the end of academic year, course, unit, lesson, project or class period. Cognitive: having to do with knowledge and intellectual skills Affective: having to do with feelings and attitudes. Psychomotor: having to do with physical motor skills Example: Students will be able to understand the laws of learning. Students will be able to to give examples of real life applications of laws of learning they have learned.

9. Learning Outcomes Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course or program and help students understand why that knowledge and those skills will be useful to them.

10. What is a Rubric? Rubric is a scoring guide Rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments. Rubric is an assessment tool used to:- measure students’ work . save grading time i mprove student feedback p romote students self learning Rubric has a set of clear expectations or criteria with all level score points described and defined.

11. How does it look? 1 2 3 4 Name of Planets student enlists three names of planets orally Student enlists 3 names of planets orally and written student is able to enlist 6 names of planets orally and written students is able to enlist all names of planets orally and written Objective: By the end of this task students will be able to enlist the name of planets. Assessment: Enlist the planets Criteria Descriptors/Indicators Performance Levels

12. Criteria Performance Level Descriptors/Indicators Anything that will be assessed Suitable (Grade/Learner) Measureable A.B.C,D 1,2,3,4 Beginning to Excellent 1orD:Satisfactory/Initial/Poor 2 or C:Fine/Emerging 3 or B:Good/Near 4 or A:Excellent

13. Types of Rubrics What is a holistic rubric and analytic rubrics? Analytic Rubrics - Two-dimensional rubrics with levels of achievement as columns and assessment criteria as rows. Holistic Rubrics - Single criterion rubrics (one-dimensional) used to assess participants' overall achievement on predefined achievement levels.

14. Example for a Analytic/Holistic Rubric Outcome: Demonstrate the ability to show understanding of foreground, middle ground and background, atmospheric perspective ,sizing and overlapping.

15. Show your rating scale beginning on the left with the highest. On the chart below, the highest level of performance is described on the left. A few possible labels for a four-point scale include: 4 3 2 1 Exemplary Excellent Acceptable Unacceptable Exceeds expectations Meets expectations Progressing Not there yet Superior Good Fair Needs work Excellent Good Needs Improvement Unacceptable Sophisticated Highly Competent Fairly Competent Not Yet Competent

16. Listening Skills Rubric 1 Excellent at identifying the main idea, general, and specific information. Accurately infers implied information. No problems at recognizing vocabulary and expressions. 2 Good at identifying the main idea, general, and specific information. Shows good ability to infer implied information. Almost no problems at recognizing vocabulary and expressions. 3 4 Unable to identify the main idea, general, and specific information. Fails to infer information. Many problems at recognizing vocabulary and expressions.

17. Speaking Skills Rubric Excellent Very Good Satisfactory verbal communication. Limited number of errors of grammar, lexis or pronunciation. Occasional self- corrections. Little difficulty in understanding. Fair Understanding very limited, although communication on everyday topics is possible. Many errors of phonology grammar and lexis. Un sa t i s f act o r y Extreme difficulty in communication in any subject. Failure to understand adequately and to make him/herself understood.

18. Reading Skills Rubric 4 Demonstrates a very good understanding of the text and its relationships. Very good at identifying main ideas, supporting details and specific information. Almost no problems in understanding inferences. Little or no difficulty in recognizing vocabulary and structure. 3 Satisfactory understanding of the text and its relationships. Good at identifying main ideas, supporting details and specific information. Few problems in understanding inferences Little difficulty in recognizing vocabulary and structure. 2 Fair understanding of the text and its relationships. Still able to identify some main ideas, supporting details and specific information. Difficulty in recognizing vocabulary and structure. 1 Fails to understand the text and its relationships. Unable to identify main ideas, supporting details and specific information. Many difficulties in recognizing vocabulary and structure.

19. Writing Skills Rubric A All content points elaborated. Fully coherent text. Cohesive on both sentence and paragraph level. Wide range of structures and vocabulary. Relevant to content. Few inaccuracies that do not disrupt communication B Most content points elaborated. Good sentence and paragraph level cohesion and coherence. Good range of structures and vocabulary. Overall relevant to content. Occasional inaccuracies that do not disrupt communication C Some content points elaborated. Frequent lack of paragraph level cohesion and coherence. Occasionally relevant to content. Limited range of structures and vocabulary. Frequent inaccuracies that disrupt communication D

20. Vocabulary Skills Rubric A Complete knowledge of vocabulary. Excellent at identifying word meaning. No spelling problems. B Good vocabulary knowledge. Good at identifying word meaning. No problems with spelling. C Still acceptable vocabulary knowledge. Still able to identify word meaning. Some spelling problems without fully interfering understanding. D Lack of vocabulary knowledge. Misspelled words. Unable to identify word meaning.

21. SCORING RUBRIC FOR CLASS PARTICIPATION 4 3 2 1 Attendance / Promptness Student is always prompt and regularly attends classes. Student is late to class once every two weeks and regularly attends Student is late to class more than once every two weeks and regularly Student is late to class more than once a week and/or has poor classes. attends classes. attendance of classes. Level Of Engagement In Class Student proactively contributes to class by offering ideas and asking questions more than once class Student proactively contributes to class by offering ideas and asking questions once per class. Student rarely contributes to class by offering ideas and asking questions. Student never contributes to class by offering ideas and asking questions. Listening Skills Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others. Student listens when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student does not listen when others talk, both in groups and in class. Student often interrupts when others speak. Behavior Student almost never displays disruptive behavior during class. Student rarely displays disruptive behavior during class. Student occasionally displays disruptive behavior during class. Student almost always displays disruptive behavior during class. Preparation Student is almost always prepared for Student is usually prepared for class with Student is rarely prepared for class with Student is almost never prepared for class with class with assignments assignments and assignments and required assignments and and required class required class class materials. required class materials. materials. materials.

22. Benefits of a Rubric Rubrics improve student performance by clearly showing the student how their work will be evaluated and what is expected. Rubrics help student become better judges of the quality of their own work Rubrics promote student awareness about the criteria to use in assessing peer performance. Rubrics force the teacher to clarify his/her criteria in specific terms. Rubrics provide useful feedback to the teacher regarding the effectiveness of the instruction. Rubrics reduce the amount of time teachers spend evaluating student work. Rubrics allow assessment to be more objective Rubrics help instructors and students focus on what is valued in a subject, topic or activity.

23. Rubrics Template Criteria 4 = Exceptional 3 = Proficient 2 = Adequate 1 = not satisfactory Points Criteria 1 Include description Include description Include description Include description Criteria 2 Include description Include description Include description Include description Criteria 3 Include description Include description Include description Include description Criteria 4 Include description Include description Include description Include description Criteria 5 Include description Include description Include description Include description

24. Rubric Template 2 Basic Rubric Template   Meets or Exceeds Expectations 3 Approaching Expectations 2 Does not meet expectations 1 Score Objective 1         Objective 2         Objective 3