GROUP 4: SCORING RUBRICS

Question 1

“is a coherent set of criteria for students’
work that includes descriptions of levels of performance
quality on the criteria.” (Brookhart, 2003).

Answer 1

Scoring Rubrics

Question 2

a guide that
uses criteria to differentiate between levels of student
proficiency.

Answer 2

scoring rubric (McMillan)

Question 3

a scoring procedure for judging students’ performance tests.”

Answer 3

scoring rubric (Popham)

Question 4

Two major parts of scoring rubrics

Answer 4

1. Coherent sets of criteria
2. Descriptions of levels of performance for these criteria.

Question 5

Why Include the Level of Performance? (3)
(CMB)

Answer 5

1. Clearer Expectations.
2. More consistent and objective assessment.
3. Better feedback.

Question 6

It articulates levels of
performance for each criterion so the teacher can
assess student performance on each criterion.

Answer 6

Analytic Rubric

Question 7

assigns a level of performance by
assessing performance across multiple criteria as
a whole.

Answer 7

Holistic Rubric

Question 8

When to choose an Analytic Rubric?

Answer 8

Analytic rubrics are more common because
teachers typically want to assess each criterion
separately, particularly for assignments that
involve a larger number of criteria. Additionally,
an analytic rubric better handles weighting of
criteria.

Question 9

When to choose a Holistic Rubric?

Answer 9

Holistic rubric tends to be used when a quick or
gross judgement needs to be made.
Holistic rubric can also be employed for more
substantial assignments. On some tasks it is not
easy to evaluate performance on one criterion independently of performance on a different
criterion.

Question 10

How many Levels of Performance Should I Includein my Rubric?

Answer 10

There is no specific number of levels a rubric
should or not possess. It will vary depending on
the task and your needs.
Generally, it is better to start with a smaller
number of levels of performance for a criterion
and then expand if necessary.

Question 11

How many Levels of Performance Should I Include in my Rubric?

Answer 11

There is no specific number of levels a rubric
should or not possess. It will vary depending on
the task and your needs.
Generally, it is better to start with a smaller
number of levels of performance for a criterion
and then expand if necessary.

Question 12

Desired Characteristics of Criteria for Classroom
Rubrics (ADODCA)

Answer 12

Appropriate
Definable
Observable
Distinct from one Another
Complete
Able to support descriptions along a continuum of quality

Question 13

Each criterion represents
an aspect of a standard,
curricular goal, or
instructional goal or
objective that students are intended to learn.

Answer 13

Appropriate

Question 14

Each criterion has a clear, agreed-upon meaning that both students and teachers understand.

Answer 14

Definable

Question 15

Each criterion describes
quality in the performance
that can be perceived
(seen or heard usually) by
someone other than the
person performing.

Answer 15

Observable

Question 16

Each criterion identifies a separate aspect of the
learning outcomes the
performance is intended
to assess.

Answer 16

Distinct from one
another

Question 17

All the criteria together
describe the whole of the learning outcomes the performance is intended to assess.

Answer 17

Complete

Question 18

Each criterion can be
described over a range of performance levels.

Answer 18

Able to support
descriptions along
a continuum of
quality

Question 19

The basic steps in developing a scoring rubric:

Answer 19

Step 1: Identify the appropriate criteria to assess.
Step 2: For each criterion formulate the description of performance along a continuum of quality.

Question 20

In Recitation Rubrics, the description of performance
per criterion along a continuum.

Answer 20

1, 2 and 3

Question 21

Other than 1, 2. and 3, here are other descriptors used in scoring rubrics:

Answer 21

-Not meeting (standard), Approaching (standard),

-Meeting (standard), Exceeding (Standard)

-Exemplary, Proficient, Marginal, Unacceptable

-Advanced, intermediate High, intermediate, Novice

-Exceed expectation, meets expectation, doesn’t meet
expectation

Question 22

They contain criteria that are general across
task that’s why they can be re-used.

Answer 22

General Rubrics

Question 23

Unique to a specific task. You can use it as a reliable assessment of performance
on a specific task.

Answer 23

Task-Specific Rubric

Question 24

Brookhart
(2013) explains the importance of rubrics and how it can ensure learning. What are those?

Answer 24

-Rubrics help teachers teach.

-Rubrics help students learn.

-Rubrics help coordinate instruction and
assessment.

Question 25

It is characterized by the student’s ability to set
and pursue his/her own learning goals, an important
ingredient for a student’s success through college and
careers .

Answer 25

Agency

Question 26

It is characterized by the student’s ability to set
and pursue his/her own learning goals, an important
ingredient for a student’s success through college and
careers .

Answer 26

Agency

Question 27

It is a list of specific characteristics with
a place for marking whether that characteristics is
present or absent.(Brookhart, 2013).

Answer 27

Checklist

Question 28

It is a list of specific characteristics
with a place for marking the degree to which each
characteristics is displayed.(Brookhart, 2013)

Answer 28

Rating Scales

Question 29

Differ from
scoring rubrics in the sense that they lack descriptions
of performance quality which is one of the two main
characteristics of scoring rubrics.

Answer 29

Checklists and Rating Scales