HOPING TO BE GOOD AT RUBRIC

Untitled-01I do have the same perspective as “Eric Fernandez”, using rubrics in grading the performance or products of the students give a fair evaluation. I remember back in high school, my friends usually can tell who the favorite of the teacher is. Though the other student has better work, the favorite students always have the highest grade. I don’t think my teacher use rubric in grading our essays or projects, all we knew was to do the requirements and submit it on time.

images17A teacher who is aware of or has the training in developing rubric is a merit. The issues about favoritism or being bias can be avoided and would not affect the grades of a particular student. Fairness and good quality of work from both teacher and students can be ensured.

Although I have a few years of teaching experienced, I never had a chance of creating my own rubric or developing it with students. That is because most of the book company provides a complete set of teachers’ resources, what we just need to do is to implement or use the textbooks along with learning materials that suits our students.

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I am very lucky to have such brilliant FIC that really builds knowledge on our way through exploration. I am planning to have a science project this coming February as a preparation in our Education Week. This project will be my actual application which will focus on designing an alternative assessment and creating a rubric with my students. I know it’s not easy and I still have a very little knowledge and experience, but how will I learn if I won’t do it now.

Comparing Checklist, Rating Scale, and Rubric

After reading some of the materials, I am able to compare the three different tools that are used in performance assessment.

Definition  images13

Checklist – is a tool for identifying the presence or absence of conceptual knowledge, skills, or behaviors.
Rating Scales- is a tool used for assessing the performance of tasks, skill levels, procedures, process, qualities, or end products.
Rubric- is a tool that has a list of criteria and description in which inform the students what different levels of accomplishment look like.

Distinguishing Characteristicsimages14

Checklist:A checklist itemizes task descriptions in one column and provides a space beside each item in a second column to check off the completion of the task.
Rating Scales:Rating scales are similar to the checklists except that they indicate the degree of accomplishment rather than just yes or no.Rating scales list performance statements in one column and the range of accomplishment in descriptive words, with or without numbers, in other columns. These other columns form “the scale” and can indicate a range of achievement, such as from poor to excellent, never to always, beginning to exemplary, or strongly disagree to strongly agree.
Rubric:A rubric describes the differences between performances at each level in which clarify the expectation for student’s performance or products. Rubrics are not designed to compare students against each other, but to compare a student’s performance to the criteria. 

Important considerations in the Construction of a good designimages15

Checklist:

  • The itemized criteria for assessing a student’s achievement must be based on the expected learning outcomes.
  • State the level of success required for the checklist to be considered completed.
  • Decide on the response such as “Yes or No”, or simply have a box to be checked once the item has been completed.
  • From a procedure, process, or task description list, pick those items that are required for a good performance or product.
  • Group similar items or order them sequentially- keep as short as possible.
  • Highlight critical steps, checkpoints, or indication of success.
  • Write a clear instruction for the observer.
  • Review the task descriptions for details and clarity
  • Format the checklist.
  • Ask for feedback from other instructors before using it with students.
Rating Scales:

  • Review the learning outcome and associated criteria for success.
  • Determine the scale to use (words or words with numbers) to represent the levels of success.
  • Write a description of the meaning of each point on the scale, as needed.
  • List the categories of performance to be assessed, as needed.
  • Clearly describe each skill.
  • Arrange the skills in a logical order, if you can.
  • Highlight the critical steps, checkpoints, or indicators of success.
  • Write clear instructions for the observer.
  • Review the rating scale for details and clarity.
  • Format the scale.
  • Ask for feedback from other instructors before using it with students.
Rubric:

  • Review the learning outcome and associated criteria for success.
  •  Develop a list of the qualities/criteria-address a variety of intellectual, knowledge or practical competencies
  • decide the levels of performance/proficiency-achievement are described according to terms such as excellent, good, needs improvement and not yet achieved
  • Develop commentaries to describe each level of proficiency for each criterion-provides a detailed description of the defining features that should be found in the work at a particular level of mastery.
  • Arrange the skills in a logical order, if you can.
  • Write clear instructions for the observer.
  • Review the rating scale for details and clarity.
  • Format the scale.
  • Ask for feedback from other instructors before using it with students.

Usefulness- How/ Whenimages16

Checklist: (1st Stage)

  • Useful for identifying whether the key tasks in a procedure, process, or activity have been completed.
  • Best used when introducing basic skills and not about the quality of students work yet since it’s at the beginning stage
Rating Scales: (2nd Stage)

  • Useful when students are beginning to take ownership of the knowledge or skill acquired- moving on to their mastery level.
Rubric (3rd Stage)

  • When the student is ready to move on to demonstrating deeper understanding and is beginning to take charge of their own learning.
  • The purpose is not for giving grade but for assisting student’s learning by providing descriptive feedback.

Limitationslearn1

Checklist:A checklist does not, however, give any indication that the students understand or have mastered the information or skill.
Rating Scales:A rating scale result or responses give little information of what was done incorrectly and how to improve it.
Rubric:Development of rubrics can be complex, time consuming and using the correct language to express performance expectation can be difficult.

 

 

References:

Richardson, E. (2003). Scoring Performance Assessments: Checklists, Rating Scales and Rubrics. Retrieved November 4, 2013, from http://www.alabamapepe.com/profdevmodule/scoring/scoring.pdf

British Columbia Institute of Technology (2010). Developing Checklists and Rating Scales. Retrieved November 3, 2013, from https://helpdesk.bcit.ca/fsr/teach/teaching/ja_developchecklists.pdf