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A rubric is a form of assessment that uses a rating scale to score a student's level of performance in a particular task. It can be holistic in which a score is given to a student’s overall quality of work, or analytic in which the work sample is scored by looking at separate parts. Research shows that rubrics can be used to identify the reference level of performance for a task.
A rubric is a form of assessment that uses a rating scale to score a student's level of performance in a particular task. It can be holistic in which a score is given to a student’s overall quality of work, or analytic in which the work sample is scored by looking at separate parts. Research shows that rubrics can be used to identify the reference level of performance for a task.
A rubric is a form of assessment that uses a rating scale to score a student's level of performance in a particular task. It can be holistic in which a score is given to a student’s overall quality of work, or analytic in which the work sample is scored by looking at separate parts. Research shows that rubrics can be used to identify the reference level of performance for a task.
A rubric is a form of assessment that uses a rating scale to score a students level of
performance in a particular task. A rubric can be holistic in which a score is given to a
students overall quality of work, or analytic in which the work sample is scored by looking at separate parts, such as understanding of the problem, planning of a solution and achievement of an answer (Reys, et al, 2012). Brookhart (2013) suggests that an analytic rubric is the most useful in the classroom as it can be used for both formative and summative assessment and can provide feedback on what specific aspects students can focus on for improvement, and also better informs future planning and teaching through identifying specific student needs. However Brookhart (2013) also notes that it is important to consider that it takes longer to score a work sample using an analytic rubric than a holistic one. Additionally, research shows that rubrics can be used to identify the reference level of performance for a task, providing information that can be used to form feedback to support students in moving from their actual level towards the reference level (DiefesDux, Zawojewski, Hjalmarson & Cardella, 2012). This is useful in regards to assessing open tasks as appropriate feedback can be communicated to support learners in further developing their skills and capabilities so that they can be applied when faced with another task of similar mathematical ideas or content.