rubrics
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Module 7: Rating scales, Checklists, Rubrics
EDS 113 / Dr. Lou Juachon
Overview
HOW DO WE “MEASURE” LEARNING PERFORMANCE?
In traditional, objective tests, the correct answer and the corresponding score for each item are
relatively clear; hence, the outcomes are quite easy to obtain and interpret. Such is not the case with
alternative assessments. How to determine the extent to which a student has learned through a
complex performance task can be a major concern. We address the matter of appropriately rating
alternative assessment tasks in this module.
Objectives
After studying the materials and doing the activities in this module, you should be able to:
describe various ways to assess performance products
compare how the information derived from different tools vary
select ways to assess outcomes as appropriate to specific learning tasks
create well-designed tools to assess performance products
Study Guide* *You need not post answers to the study guide questions to the online forum discussion.
Unlike the traditional objective-types of assessments, alternative assessments do not present single,
“clearly correct” answers. Rating scales, checklists, and rubrics are some tools that address the
matter appropriately rating products or processes in alternative assessments.
Use the resources listed in this module to help you generate answers to the following:
1. Answer the following questions regarding each: rating scales, checklists, and rubrics.
How may each be described/ defined?
What are their key features/ distinguishing characteristics?
What are important considerations in the construction of a good design?
How and when are they useful?
What are their limitations?
2. Distinguish the different types of rubrics: holistic or analytic, general or task specific.
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3. Give examples of specific learning tasks/ objectives that suit rating scales, checklists, and
rubrics. For convenience, you may use a table in a format similar to this shown below:
SUBJECT/ Task Description Learning Objective
Rating Scale
(Type of Scale)
Rubrics
(Type of Rubric)
Checklist
(Type of Checklist)
Forum Discussion
1. In which type of assessment will you associate rubrics with—criterion- or norm-referenced
assessments? Elaborate.
2. How do rating scales, checklists, and rubrics compare with respect to the type of information
they provide?
3. Cite ways how you can use rubrics to promote thinking and learning in your own class
settings. In what ways can rubrics be used to intentionally promote learning?
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References/ Resources* *The list may be longer than what you need. Choose the resources that best suit your learning style.
Scoring Performance Assessments: Checklists, Rating Scales and Rubrics
Classroom Assessment Options
Developing Checklists and Rating Scales - BCIT
Constructing Rating Scales for Self-Rating and Observer Rating
Rubrics
*The Role of Rubrics in Advancing and Assessing Student Learning
Using Rubrics to Promote Thinking and Learning - ASCD
Understanding Rubrics by Heidi Goodrich Andrade
Rubrics (In Authentic Assessment Toolbox by Jon Mueller)
How Do You Create Authentic Assessments? (In Authentic Assessment Toolbox by Jon
Mueller)
*The Basics of Rubrics - Schreyer Institute for Teaching Excellence
How to Create Rubrics (assessment.uconn.edu)
Teaching Students to Use Grading Rubrics
Creating a Grading Rubric
SBE Design Team. Rubric Use and Development
The Center for Advanced Research on Language Acquisition (CARLA)
Checklists
Why use rubrics?
Types of rubrics
Creating rubrics
Creativity
Ellis. Creative Learning Assessment
Assessing Learning in Creative Contexts - CLPE
Just for Practice: You may want to rewrite the reference list in APA format.