03-types of rubrics

Types of rubricsClaudio Díaz L. (PH D in Education)

11/04/23 ABA Workshop 2

Instructional Rubric

• Purpose

- Give students

informative feedback

detailed evaluations

works in progress

final products


Why use Instructional Rubrics?

• Popular

• Recognizable trend in education

• Easy to use and explain

• Teachers’ expectations are very clear

progress

product



- not time-consuming- do not imply memorization

support

learning development of skills

development of understanding

good thinking


Types of scoring instruments for performance assessment

Scoring instruments for performance assessments

Checklists Rating scales

Rubrics

Analytic Rubrics

Holistic Rubrics


Types of Rubrics

• Checklists

• Rating Scales

• Analytic Scales

• Holistic Scales


Checklists…• are good indicators of "can do–can't do" and

"done–not done“.

• are less informative than scaled rubrics when assigning a grade.

• are not used to indicate the relative quality of a product or performance


Activities Checklist

Yes No Can name five sports

Yes No Can name five activities other than sports

Yes NoCan create simple sentences about likes & dislikes regarding activities & sports

Yes No Can ask a question about what others do in their free time

Checklists


Checklists

• Characteristics:

- Dichotomous scales two options : yes/no

- Identify skills, competencies, strategies, language functions

Advantages Disadvantages

- easy to use -lack substantive information

-not detailed description of the range provided


Checklists

• ExampleWhat do you do to solve math problem? Put an X in the box to answer

YES or NO.

YES NO

1. I use my first language to help me.

2. I draw pictures to help me.

3. I use things in my classroom (objects) to help me.

4. I ask my friends to help me.

5. I look for examples in the book.

6. I read the problems aloud.

7. I ask the teacher questions.

8. I try to picture the problem when I do mental math.

9. I use oral directions, not written directions.

10. I check what I have done.


Rating Scales

• Characteristics- Express the degree of how skills, competencies,

strategies or language functions are performed

- Range of frequency (always, sometimes, never)

- Range of quality (great, good, awful)

- More descriptive information than in checklists

- Not so reliable


Rating Scales • Example

Think about all the times you listen to English. Put an X in the box that says how well you understand what is said, from Not Well to Great!

When listening to English, I understandNot Well

OKQuite Well

Great!

1. Questions that ask who, what, where or when

2. Music (such as hip-hop or rap)

3. Programs and news on TV

4. Information on the radio

5. Announcements at school

6. What people say on the telephone

7. What teachers say in class

8. Oral reports my classmates give

9. The main idea when someone reads aloud

10. Jokes my classmates tell


Analytic Rubrics

• Teacher scores separately

Total score is obtained

Assessment on a multidimensional level


Analytic Rubrics

• Characteristics

- Form of a matrix

- Specific dimensions or traits of the construct being measured

- Criteria in series of 4 to 6 performance level


Analytic Rubrics

The most diagnostic

info regarding

-what students can

do

-language proficiency

student’s profile•

• The most complex

time to score

professional development for teachers to use it


Analytic Rubrics• Slower scoring process

• Time-consuming

• Significant feedback offered

• “student profile”


Analytic Rubrics

Advantages Disadvantages• Criteria or descriptors match specified dimensions or components.

• Decisions regarding which dimensions to measure are challenging.

• Differential growth patterns emerge according to dimensions.

• They are rather time-consuming to score.

• A student profile informs instruction.

• Reaching consensus on scoring is difficult.

• Diagnostic information becomes available from the multiple dimensions of the scale.

• It is assumed that each dimension of the rubric is of equal weight.


Example of analytic rubric

Proficiency Level

1. Beginner 2. Intermediate 3. Advanced 4. Expert

1. Understanding of spoken language

• Understand short utterances of social language• Begin to comprehend with graphic or visual support

• Understand social language• Comprehend with graphic or visual support

• Understand social and general academic language• Comprehend without reliance on support

• Fully understand social and specialized academic language• Comprehend on par with proficient peers

2. Response to oral directions

• Follow one-step oral commands• Respond (nonverbally) to requests by peers

• Follow multiple-step oral directions• Respond (nonverbally) to teachers or school announcements

• Follow multiple-step instructions embedded in extended discourse• Respond (nonverbally) to discourse from unfamiliar speakers

• Follow complex instructions similar to proficient peers• Respond (nonverbally) to discourse from CDs, computer programs, or cassettes

3. Use of strategies • Associate sounds and words with meaning, with presence of visual support• Use manipulatives or real-life material to illustrate oral statements

• Focus on key words of the utterance with visual and context cues• Use manipulatives or draw pictures to illustrate a series of directions

• Develop listening strategies with less reliance on visual or context cues• Use visually supported charts, graphs, or tables to compare oral information

• Use listening strategies with and without support• Complete charts, graphs, or tables to show comparisons given orally

4. Overall listening comprehension

• Begin to show explicit comprehension when visual support is present• Respond (nonverbally) to oral commands, statements, or social courtesies

• Demonstrate explicit comprehension when visual support is present• Respond 8nonverbally) to multiple-step oral directions and instructions

• Begin to demonstrate implicit comprehension when visual or graphic support is present• Respond (nonverbally to oral discourse

• Demonstrate implicit comprehension comparable to proficient peers• Respond (nonverbally) to oral discourse with figurative language


Template for Analytic Rubrics

Beginning Developing Accomplished Exemplary Score

Criteria #1 Description reflecting beginning level of performance

Description reflecting movement toward mastery level of performance

Description reflecting achievement of mastery level of performance

Description reflecting highest level of performance













Analytic Rubrics


Holistic Scales

• Characteristics

- Overall description of student’s competencies by level of performance

- Contribute to the students’ ratings

- Summary information to teacher for each proficiency level

most proficient

least proficient


Holistic Rubrics

Advantages Disadvantages• Overall, global indicator of student performance.

• A one-dimensional scale with little diagnostic information.

• Easy to score against student exemplars.

• Summary scores can be mistakenly confused with grades.

• Results readily communicated to general education teachers and parents.

• Broad intervals between levels; lack of precision of measurement.

• Applicable across many tasks, contexts, and settings.

• Need to use in combination with other types of assessment information.


Holistic Rubrics

• Teacher scores the overall process or product as a whole.

• Useful for tasks: students’ response

not separately

errors through the process can be tolerated

No definitive correct answers


Holistic Rubrics

• Focus on: quality, proficiency, understanding of specific content

• quicker scoring process

• summative assessment

Limited feedback


Holistic Rubric

Proficiency Level

1. Beginner 2. intermediate 3. Advanced 4. Expert

• Understand short utterances of social language

• Follow one-step oral commands

• Associate sounds and words with meaning, whit presence of visual support

•Begin to show explicit comprehension when visual support is present

• Understand social language

• Follow multiple-step oral directions

• Focus on key words of the utterance with visual and context cues

• Demonstrate explicit comprehension when visual support is present

• Understand social and general academic language

• Follow a series of multiple-step oral instructions

• Develop listening strategies with less reliance on visual or context cues

•Begin to demonstrate explicit comprehension when visual or graphic support is present

• Fully understand social and specialized academic language

• Follow oral instructions similar to proficient peers

• Use listening strategies with and without support

• Demonstrate implicit comprehension comparable to proficient peers


Template for Holistic RubricsScore Description

5 Demonstrates complete understanding of the problem. All requirements of task are included in response.

4 Demonstrates considerable understanding of the problem. All requirements of task are included.

3 Demonstrates partial understanding of the problem. Most requirements of task are included.

2 Demonstrates little understanding of the problem. Many requirements of task are missing.

1 Demonstrates no understanding of the problem.

0 No response/task not attempted.

Holistic Rubrics


Task 3

• Look at the rubrics and assess what type they are:

• Checklists?

• Rating scales

• Analytic rubrics?

• Holistic rubrics?


Instructional Rubric

• Characteristics:

- List of criteria

- Graduations of quality



• Provide feedback

strengths

weaknesses


Rubrics

rating scales

scoring instrument

“scoring guides”

specific pre-established performance

criteria

two types:

-Holistic

-Analytic


Bibliography

• Goodrich, Heidi. “Using Rubrics to Promote Thinking and Learning? Educational Leadership. 2000.

03-types of rubrics

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