Assessment of Student Learning 2

A scoring scale used to assess student performance along a task-specific set of criteria. When students are made aware of the rubrics prior to instruction and assessment, they know the level of performance expected and they are more motivated to reach those standards. When students are involved in rubric construction, the assignment itself becomes more meaningful to the students.

Analytic Rubric

 Articulates levels of performance for each criterion so the teacher can assess student performance on each criterion. More detailed feedback, scoring more consistent across students and graders. Breaks the objective in component parts. Each portion is scored independently using a rating scale. Final Score is made up of adding each component parts.

 Instructor scores separate, individual parts of the assignment or performance first then sums the individual scores to obtain a final score. Consists of two components:
Criteria (vital traits, key qualities, dimensions) Levels of Performance

Generally better to start with a smaller number of levels of performance for a criterion and then expand if necessary.

Performance Task
Write a 500-word essay with a beginning, middle, and end that accurately describes, analyzes, interprets, and judges a selected work of art.

Example of Analytic Rubric

Value 3 Value 2
Provides a partial but mostly accurate description of the subject matter and/or elements seen in the artwork; some key components overlooked.

Value 1
Provides an incomplete, unclear, or

Score

Describe

Provides a complete and accurate description of the key subject matter and elements seen in the artwork.

inaccurate
description of subject matter and/or elements seen in the artwork; many key.

Value 3

Value 2
Relates with limited proficiency how the structures of art function together to make a complete composition; overlooks some important components. Suggests a literal meaning expressed in a work of art; supports idea with limited points of visual evidence found in the piece.

Value 1
Has trouble relating how the structures of art function together to make a complete composition.

Score

Analyze

Accurately relates how the structures of art function, together to make a complete composition.

Interpret

Suggests a logical and/or symbolic Meaning expressed in a work of art; supports idea with multiple points of visual evidence found in the piece.

Finds it difficult to interpret the meaning of the work; guesses meaning without.

Value 3

Value 2
Uses a limited range of criteria to judge the quality of a work of art; personal opinion shown.

Value 1
Uses personal opinion to judge the quality of a finished work of art.

Score

Evaluate

Uses multiple criteria to judge the quality of a finished work of art; avoids personal opinion.

Technical

Finished paper follows rules of grammar and essay writing; is in publishable form.

Finished paper contains minor flaws in grammar and essay writing; needs editing.

Finished paper has numerous flaws in grammar and does not follow conventions of essay writing; needs rewriting.

Another example
Points Possible (25 Points) Topic 1: Includes (a) title identifying the topic, (b) a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example. Points Possible (15 Points) Topic 2: Includes (a) title identifying the topic, (b)a description of how this topic influences thoughts and/or behavior, and supports information with evidence, and (c) an example. Points Possible (10 Points) Topic 3: Includes (a) title identifying the topic, (b)a description of how this topic influences thoughts and/or Excellent/Exceeds Expectations 25-23 Complete description of topic chosen with title and specific information on how this topic influences thoughts and/or behavior. Supports with source evidence and examples. Good/Meets Most Expectations 22-18 Describes topic chosen and provides a title; specific information on how this topic influences thoughts and/or behavior. Some source evidence and/or examples, but needs additional detail or support to be comprehensive. Incomplete/Meets Partial Expectations 17-1 Partial discussion of how this topic influences thoughts and/or behavior. Lacks sufficient support and examples to demonstrate understanding, OR needs significant detail to be complete. Comments POINTS EARNED =

15-14 Complete description of topic chosen with title and specific information on how this topic influences thoughts and/or behavior. Supports with source evidence and examples.

13-11 Describes topic chosen and provides a title; specific information on how this topic influences thoughts and/or behavior. Some source evidence and/or examples, but needs additional detail or support to be comprehensive.

10-1 Partial discussion of how this topic influences thoughts and/or behavior. Lacks sufficient support and examples to demonstrate understanding, OR needs significant detail to be complete.

POINTS EARNED =

10-9 Complete description of topic chosen with title and specific information on how this topic influences thoughts and/or behavior. Supports with source evidence and

8-7 Describes topic chosen and provides a title; specific information on how this topic influences thoughts and/or behavior. Some source evidence and/or examples,

6-1 Partial discussion of how this topic influences thoughts and/or behavior. Lacks sufficient support and examples to demonstrate understanding, OR needs

POINTS EARNED =

 Takes more time to Provides useful feedback on areas create and use than a holistic rubric. of strength and Unless each point for weaknesses. each criterion is well Criterion can be defined, instructors weighed to reflect may not arrive at the same score. the relative importance of each criteria.

The End