scoring rubrics - kmutt

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Scoring Rubrics Asst.Prof.Dr. Chanut Poondej [email protected] Asst.Prof.Dr. Thanita Lerdpornkulrat [email protected] Innovative Learning Center, Srinakharinwirot University

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Page 1: Scoring Rubrics - KMUTT

Scoring RubricsAsst.Prof.Dr. Chanut Poondej

[email protected]. Thanita Lerdpornkulrat

[email protected]

Innovative Learning Center,Srinakharinwirot University

Page 2: Scoring Rubrics - KMUTT

Outcome-based Teaching and Learning

Teaching and learning activities

Assessment

Learning outcomes

How can I facilitate that learning?

What do I want my students to learn?

How do I know that learning does happen?

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Formative

SummativeA

sses

smen

t

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AssessmentFormative Summative

Time During a learning activity At the conclusion of a learning activity

Goal To capture students’ progresstowards learning outcomes based on criteria and standards defined in rubrics

To capture students’ achievements at the end of semester toward learning outcomes based on criteria and standards defined in rubrics

Feedback Make comments on parts deserving commendation/improvement

Final judgment – feedback process usually absent (but can post overall feedback on course site)

Form of Feedback

Comments with or without score/grade

Grade/Score

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Assessment Tasks

• Ask a question• Case-study• Concept map• Debate• Portfolio• Essays• Experiments• Field trips• Group discussion

• Individual project• News article review• Oral presentation• Poster design• Reflective diary• Role play• Site visits• Think-Pair-Share• Video clip critique

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Rubrics

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What is a rubric?

Why a rubric is important?

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Very Good4 / A

Average3 / B

Fair2 / C

Poor1 / D

Content (Writing

assignment)

addresses all aspects of the prompt, provides good support for and development of all ideas with range of detail, substantive

prompt adequately addressed, ideas not fully developed or supported with detail, though main ideas are clear, less substance

prompt may not be fully addressed (writer may appear to skirt aspects of prompt, ideas not supported well, main ideas lack detailed development, little substance

doesn’t adequately address prompt, little to no support or development of ideas, non-substantive

Adapted from: Analytic Writing Scale for the Spanish Foreign Language Immersion ProgramUniversity of Minnesota, Revised July, 1996

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What is a rubric?

set of criteria

Description of levels of

performance

Page 10: Scoring Rubrics - KMUTT

Very Good4 / A

Average3 / B

Fair2 / C

Poor1 / D

Content (Writing

assignment)

addresses all aspects of the prompt, provides good support for and development of all ideas with range of detail, substantive

prompt adequately addressed, ideas not fully developed or supported with detail, though main ideas are clear, less substance

prompt may not be fully addressed (writer may appear to skirt aspects of prompt, ideas not supported well, main ideas lack detailed development, little substance

doesn’t adequately address prompt, little to no support or development of ideas, non-substantive

Adapted from: Analytic Writing Scale for the Spanish Foreign Language Immersion ProgramUniversity of Minnesota, Revised July, 1996

set of criteria Description of levels of performance

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to assess performances

What is a rubric?

The main purpose of a rubric

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things students should do / make / say / write

What is a rubric?

assessed by a rubric

Page 13: Scoring Rubrics - KMUTT

descriptive and not evaluative

What is a rubric?

The genius of rubric

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What is a rubric?

Rubrics give structure to observation

Rubrics describe the performance instead of judging the performance

Judgments without the description STOPthe action in the classroom

Page 15: Scoring Rubrics - KMUTT

What is a rubric?

Why a rubric is important?

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Why a rubric is important?

They clarify for students the quality of their work.

Identify what are the important outcomesto focus on.

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Why a rubric is important for TEACHERS?

make a standard

easy for scoring/grading

important tools for multiple teachers

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Why a rubric is important for STUDENTS?

guidance to self assess and improvetheir work

what is the next step that should be enhanced the quality of their

performance?

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Types of rubrics

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Holistic

Analytic

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Holistic Rubrics

describe characteristics of each level of performance for an assignment or activity at the same time and enabling an overall judgment

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Score Criteria4

(80-100%)Research paper demonstrates complete understanding and execution of the assigned objectives. Thesis statement/argument is clearly stated, complex and original, and the writing does not spend excessive time on any one point of development at the expense of developing other points in the body of the paper. Writing is also error-free, without ambiguity, and reads smoothly, creatively, and with a purpose.

3(70-79%)

Research paper demonstrates considerable understanding and execution of the assigned objectives. Thesis statement/argument is stated, verges on the complex and original, and the writing shows accuracy and balance in developing body points, but may exhibit occasional weaknesses and lapses in correctness. Writing also has some errors and ambiguities, yet does read clearly and coherently.

2(60-69%)

Research paper demonstrates some understanding and execution of the assigned objectives. Thesis statement/argument is faintly stated and/or expected and not confident, and the writing is inconsistent in terms of balance in developing body points, and exhibits weaknesses and lapses in correctness. Writing also has many errors and ambiguities, and may read confusingly and incoherently.

1(50-59%)

Research paper demonstrates limited understanding and execution of the assigned objectives. Thesis statement/argument is simplistic, unoriginal, and/or not present at all, and the writing is unbalanced in developing body points, weak, and incomplete. Writing also has numerous errors and ambiguities, and reads confusingly and incoherently.

http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_rubrics.html

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Analytic Rubrics

describe work on each particularly criteria

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StandardsCriteria Adequate (50-59%) Competent (60-69%) Good (70-79%) Excellent (80-100%)

Knowledge of forms, conventions, terminology, and strategies relative to the importance of sources to subject

Demonstrates limited knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject

Demonstrates some knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject

Demonstrates considerable knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject

Demonstrates thorough and insightful knowledge of forms, conventions, terminology, and strategies relative to importance of sources to subject

Critical and creative thinking skills

Uses critical and creative thinking skills with limited effectiveness

Uses critical and creative thinking skills with moderate effectiveness

Uses critical and creative thinking skills with considerable effectiveness

Uses critical and creative thinking skills with a high degree of effectiveness

Communication of information and idea

Communicates information and idea with limited clarity

Communicates information and ideas with some clarity

Communicates information and ideas with considerable clarity

Communicates information and ideas with a high degree of clarity and with confidence

Quality of argument and writing

Argument is simple and unoriginal, and the writing is weak and inconsistent

Argument takes on a fair and expected position, and the writing is moderately clear and coherent

Argument bridges on the complex and original, and the writing is clear and coherent

Argument is complex and original, and the writing is strong, fluid, and creatively coherent

Spelling and grammar Several errors in spelling and grammar

A few errors in spelling and grammar

Some errors in spelling and grammar

No errors in spelling and grammar

http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_types_of_rubrics.html

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analytic rubrics are best for most classroom purpose.

Holistic rubrics Analytic rubrics

Summative assessment Formative assessment

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Holistic vs Analytic

Holistic Analytic

All criteria are evaluated Each criterion is evaluated separately

Advantages

• Scoring is faster• Give overall of student

achievement

• Gives diagnostic information to teacher

• Give formative feedback to students

Disadvantages

• Single overall score does not communicate information about what to do to improve

• Need time to evaluate

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Essential parts of rubrics

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Rubrics

Descriptors Criteria

Standards

scale of points

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Very Good4 / A

Average3 / B

Fair2 / C

Poor1 / D

Content (Writing

assignment)

addresses all aspects of the prompt, provides good support for and development of all ideas with range of detail, substantive

prompt adequately addressed, ideas not fully developed or supported with detail, though main ideas are clear, less substance

prompt may not be fully addressed (writer may appear to skirt aspects of prompt, ideas not supported well, main ideas lack detailed development, little substance

doesn’t adequately address prompt, little to no support or development of ideas, non-substantive

DescriptorsCriteria

Standardsscale of points

Adapted from: Analytic Writing Scale for the Spanish Foreign Language Immersion ProgramUniversity of Minnesota, Revised July, 1996

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Good Rubrics

“Everybody understands thesame thing when they read one”

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Common rules for building GOOD rubrics

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1. Each row must form a single unidimensional scale.

Criteria 1Below

Expectations

2Developing

3Acceptable

4Exemplary

Plausibility of Evaluations

Makers no effortto evaluate answers.

Evaluations of answer areconfusing.

Evaluation of answers are clear but implausible.

Evaluations of answers are thoughtful and convincing.

Criteria 1Below

Expectations

2Developing

3Acceptable

4Exemplary

Thesis The speaker did not present a thesis.

The speaker is still learning how to define a thesis.

The speaker is beginning to define a thesis.

The speaker clearly definesthe thesis with relevant quotes and summaries.

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2. Each row must measure degrees of the criterion from highest to lowest.

3. There are clear differences between each of the score levels across each row.

4. If the rubric is available to students the level of detail in each cell sufficiently conveys expectation parameters, yet allows for creativity and unique performances.

5. Ensure that the descriptors are positive, informative, or clinical rather than negative or critical.

6. Ensure that all terms and expectations are unambiguously defined.

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7. The descriptions depict attributes of the performance rather than express comparative language about the performance.

Criteria 1Below

Expectations

2Developing

3Acceptable

4Exemplary

Quality of Methodology

Section

Methodology is not described.

Methodology is partially described OR detail are confusing.

Steps in the methodology are listed but have limited detail.

Methodology is described in sufficient detail to enable replication of her experiment.

Criteria 1Below

Expectations

2Developing

3Acceptable

4Exemplary

Originality Student’s artwork is typical.

Student seldomtakes daring chances to make artwork original.

Student occasionally takes daringchances to make artwork original.

Student frequently takes daring chances to make artwork original.

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ReferencesBrookhart, S. M., Supervision, A. f., & Development, C. (2013). How to Create and

Use Rubrics for Formative Assessment and Grading: ASCD.

Zane, T. W. (2011). How to Create Your Written Communications Scoring Rubrics: A

Step by Step Approach. Retrieved from

https://geographydqp.weebly.com/uploads/1/4/2/0/14200851/creating_comm

_scoring_rubric.pdf

Education, T. a. L. i. H. (2019). Types of Rubrics: Holistic and Analytic. Retrieved

from

http://www.queensu.ca/teachingandlearning/modules/assessments/35_s4_05_t

ypes_of_rubrics.html