15. State and explain the steps involved in constructing Scoring Rubrics.

Two major types of rubrics:

A holistic rubric involves one global, holistic rating with a single
score for an entire product or performance based on an overall
impression. These are useful for summative assessment where an
overall performance rating is needed, for example, portfolios.
An analytical rubric divides a product or performance into
essential traits that are judged separately. Analytical rubrics are
usually more useful for day-to-day classroom use since they provide
more detailed and precise feedback to the student.
Steps in Designing of Scoring Rubrics
A step-by-step process for designing scoring rubrics for classroom use is
presented below. The steps will be summarized and discussed, followed by
presentations of two sample scoring rubrics.
Step 1:

Re-examine the learning objectives to be addressed by

the task. This allows you to match your scoring guide with
your objectives and actual instruction.

Step 2:

Identify specific observable attributes that you want to

see (as well as those you dont want to see) your students
demonstrate in their product, process, or performance.
Specify the characteristics, skills, or behaviors that you
will be looking for, as well as common mistakes you do
not want to see.

Step 3:

Brainstorm characteristics that describe each attribute.

Identify ways to describe above average, average, and
below average performance for each observable attribute
identified in Step 2.

Step 4a:

For holistic rubrics, write thorough narrative descriptions

for excellent work and poor work incorporating each
attribute into the description. Describe the highest and
lowest levels of performance combining the descriptors

for all attributes.

Step 4b:

For analytic rubrics, write thorough narrative descriptions

for excellent work and poor work for each individual
attribute. Describe the highest and lowest levels of
performance using the descriptors for each attribute
separately.

Step 5a:

For holistic rubrics, complete the rubric by describing

other levels on the continuum that ranges from excellent
to

poor

work for

the

collective

attributes.

Write

descriptions for all intermediate levels of performance.

Step 5b:

For analytic rubrics, complete the rubric by describing

other levels on the continuum that ranges from excellent
to poor work for each attribute. Write descriptions for all
intermediate levels of performance for each attribute
separately.

Step 6:

Collect samples of student work that exemplify each level.

These will help you score in the future by serving as
benchmarks.

Step 7:

Revise the rubric, as necessary. Be prepared to reflect on

the effectiveness of the rubric and revise it prior to its
next implementation.

These steps involved in the design of rubrics have been summarized in

Figure 2.

Figure2:
Designing Scoring Rubrics: Step-by-step procedures

16. Briefly explain achievement test and proficiency test with appropriate
examples.
ACHIEVEMENT TEST
These tests are design to measure pupils language and skill
progress in relation to the syllabus they have been following. Achievement
tests are often summative because they administered at the end of the
lesson, unit, or term of study. They also play an important formative role
because an effective achievement tests will offer feedback about the
quality of a learners performance in subsets of the unit or course.
Meaning to say, achievement test at the end of term should reflect the
progress, not failure of the pupils. They should reinforce the learning that
has taken place, not go out of their way to expose weaknesses. They also
can help the teacher to decide on changes to future teaching programmes
where pupils do significantly worse in the test than the teacher might have
expected.
Example of achievement test can be range from 5- or 10-minutes
quizzes to three-hour final examinations, with an almost infinite variety of
item types and formats.

PROFICIENCY TEST
Proficiency test gives a general picture of students knowledge and
ability. Proficiency test have traditionally consisted of standardized
multiple-choice items on grammar, vocabulary, reading comprehension
and aural comprehension.
For

example,

is given 30 marks,

in

Reading test,

the

reading

component

as it is the basis for grammar and writing.

also important in

further

students have to undertake in their later academic work.

One passage of reading can

It is

studies that

be narrative type, (it may be an extract from a story) and tests candidates
understanding of events, characters, descriptions and

also

the perception of meanings which are implicit in the details of the story.
One passage is a nonfictional text containing information, argument,
opinion,
facts and ideas. Reading of this kind is focused on ability to arrive at the g
ist of an
idea/argument, to correctly separate opinions from facts (which implies so
me ability
to analyse), to be able to distinguish main ideas from subordinate ones, to
understand the tone or viewpoint e.g. humorous, ironic, serious etc.The thi
rd passage is a short poem, around 20 lines.This is to test if candidates ca
n understand language which is composed differently it is not linear, has hi
dden meanings, unusual expressions and uses sound effects (e.g. rhyme),
simile and metaphor which conveys meaning
indirectly rather than directly.
Vocabulary is given 20 marks as:
1.
Vocabulary is central in reading comprehension, where it is essential in me
aning.
2.
It is also tested separately in order to test range of knowledge of words.
It is
to be kept in mind that the level of vocabulary is such that is commonly fo
und in texts that are prescribed in the school readers at class 9 and 10. Gr
ammar + Writing (30 +20) The MCQ format does not allow testing of writin
g skills as writing is integrative of other skills and needs to be tested throu
gh production. However, it is felt that the awareness of the
components of writing can be tested here
e.g. format of letters, paragraph organization, linkage between sentences etc.
These are also part of language knowledge.

Cloze Test has been included as it is a test which is

the most global and comprehensive test of language. It consists of
a passage where the first sentence sets the context of the passage
and subsequently there are blanks at regular intervals. Filling these
blanks requires an overall understanding of meaning and
of the language items that will fit into the particular context of the senten
ces.
For example, when the use of articles is explained in isolation, a user
cannot
understand where a certain article needs to be used/omitted. It is only in c
ontext that a decision regarding the use of an article is made. Therefore a
cloze test is the best way to know if a student can infer from the context
whether that article is to be used or not. The same applies to other
items like prepositions, conjunctions etc.
The format and breakup of parts of the test is as follows:
Maximum Marks: 100
Time: 2.30 Hours
The question paper contains 100 questions. All questions are compulsory.
The questions are divided into the following parts:
(Reading 3 passages)
A Unseen Passage (Narrative type) Q. 110
B Unseen passage (Informative type) Q. 1120
C Poem
D Vocabulary
E Grammar
F Writing
G Cloze

Q. 2130
Q. 3150
Q.

5165

Q. 6685
Q. 86100

Each Multiple Choice Question has four options out of which only ON
E option is correct. Each correct answer earns a credit of 1 mark.

A wrong answer carries a penalty of mark.

An unanswered question earns no mark