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Rubric on Rubrics
Rubric on Rubrics
Assess how well a rubric is developed. Source: http://arc.missouri.edu/pa/olive.html
Rubric Code:
M499XC
By
michelleaz
Ready to use
Public Rubric
Subject:
(General)
Type:
(Other)
Grade Levels:
(none)
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Rubric on Rubric
Excellent
4 pts
Good
3 pts
Fair
2 pts
Poor
1 pts
Usefulness
Excellent
Assessment is useful and convenient to the learner from the beginning of the discussion about the task, and it concentrates all student energy on what is important to accomplish.
Good
Learners can understand the assessment and begin to use it before the task has begun. It focuses their energy on what it is important to accomplish.
Fair
Assessment is available to learners at some point before the task is completed. Students can use it to get an idea of what is important to accomplish.
Poor
Assessment not available to learner or learner cannot interpret or understand it.
Self Assessment
Excellent
Learners required to self-assess and are required to reflect and concentrate on quality of work.
Good
Learners encouraged to self assess and reflect on quality of work.
Fair
Learners are invited to self-assess, but may not reflect on quality.
Poor
There is no reason to self-assess or focus on quality.
Descriptors
Excellent
Has explicit descriptors which allow the teacher to distinctly discriminate within a range of quality. (4 or 6 are ideal so no "middle" exists.)
Good
Has specific descriptors which allow the teacher to discriminate a range of quality, which is limited to few enough, so that discrimination is distinct (usually 3-7 levels).
Fair
Has descriptors which help teacher measure specific items, but there may be too many items.
Poor
No understandable descriptors.
Key Elements
Excellent
Measures only vital elements which are critical to the task. No items of low consequence.
Good
Measures key elements which are essential to the task. Few items of low consequence.
Fair
Meaningful items assessed, but may be of limited significance.
Poor
Inappropriate items are assessed (due to ease of grading?).
Validity
Excellent
An explicit set of objectives is measured. Understanding is a prerequisite to scoring well. Students cannot score well or poorly due to factors unrelated to objectives.
Good
A distinct set of objectives is measured. Students must understand the concepts to score well and will score well if they understand.
Fair
Vague objectives may be present. Students who understand objectives tend to score higher.
Poor
Students are uncertain as to what is expected. Assessment does not measure what it says it measures.
Reliability
Excellent
Different teachers grading the same task will get the same results.
Good
Different teachers grading the same task will get highly similar results.
Fair
Teachers are guided to similar results.
Poor
There is no consistency of results.
Keywords:
rubrics, assessment
Subjects:
(General)
Types:
(Other)
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