1. College of Education, Eastern Visayas State University September 16, 2011

2. 1. Analytic vs. Holistic Rubrics 2. Qualitative vs. Quantitive descriptors 3. Weighted vs. Non-Weighted Rubrics

3. Analytic RubricsHolistic Rubrics Assess components of a finished product. Assess student work as a whole. Appropriate for outputs or presentations wherein there are objective criteria that are uniform between student presentations Appropriate for presentations wherein creativity, variety, and higher-order thinking are desired.

4. Holistic 5 4 parts of the schematic voltage diagram are labeled, all calculations are correct, work is shown, and voltage gain in battery is compared to the sum of the voltage drops. 4 3 parts of the schematic are labeled, 85% of calculations are correct, work is mostly shown, and voltage gain and sum of voltage drops are identified. 3 2 parts of the schematic diagram are labeled, 75% of calculations are correct, most work is show, and voltage gain is identified. 2 1 part of the schematic diagram is labeled, 50% of the calculations are correct, little work is shown, and there are few conclusions. 1 No labeling is present, few calculations are correct, no work is show, and the conclusion is missing. Analytical LabelingDataConclusion 4 4 parts of the schematic voltage diagram are labeled All calculations are correct and work is shown Voltage gain in battery is compared to the sum of the voltage drops. 3 2-3 parts of the schematic diagram are labeled Most calculations are correct and work is mostly shown. Voltage gain in battery is identified as well as the sum of the voltage drops. 2 1-2 parts of the schematic diagram are labeled. Many calculations are not correct and little work is shown. Not all voltage gain or sum of voltage drops is identified. 1 No labeling present. Few calcuations are correct. No work shown. Conclusion is missing. 4+2+3 = 9 out of possible 12

5. 4 (Mastery)3 (Above Average)2 (Average)1 (Below Average) Sophisticated… Exceeds standard… Advanced… Highly capable… Expert use of…. Profound use of… Exemplary… High achievement of… Insightful… Excellent… Meets the standard… Proficient… Competent… Capable… Accomplished… Demonstrating Clearly… Successful… Knowledgeable… Effective… Appropriate… Adequate… Progressing…. Achieves standards…. Sufficient.. Shows progress… Limited Understanding… Developing… Aware of… At expected level of… Mostly correct… Needs further work… Below standard… Beginning… Not yet… Inadequate… Faulty… Not shown… Uncritical…. Inappropriate… Incorrect…

6. Attribute 4321 Breadth The map contains all of the expected map conventions and geographic elements. The map contains most of the expected map conventions and geographic elements. The map contains some of the expected map conventions and geographic elements. The map contains few of the expected map conventions and geographic elements. Accuracy The expected map conventions and the geographic elements are always accurate. The expected map conventions and the geographic elements are usually accurate. The expected map conventions and the geographic elements are sometimes accurate. The expected map conventions and the geographic elements are seldom accurate. Relevance Map conventions and geographic elements are extremely relevant. Map conventions and geographic elements are mainly relevant. Map conventions and geographic elements are moderately relevant. Map conventions and geographic elements are slightly relevant. ClarityInformation on the map has no errors. Information on the map has only 1-2 errors. Information on the map has 3-4 errors. Information on the map has more than 4 errors.

7. Sample score: Visual = 100% Diction = 90% Content = 80% Time = 80% =20+18+40+8 = 86

8. Sample score: Visual = 70% Diction = 100% Content = 80% Time = 70% =17.5+20+40+3.5 = 81 100 x 0.25 = 2590 x 0.25 = 22.580 x 0.25 = 2070 x 0.25 = 17.5 100 x 0.20 = 2090 x 0.20 = 1880 x 0.20 = 1670 x 0.20 = 14 100 x 0.50 = 5090 x 0.5 = 4580 x 0.50 = 40 70 x 0.50 = 35 100 x.05 = 590 x 0.05 = 4.580 x.05 = 470 x 0.05 = 3.5

10. Con: Too many degrees of gradation Tips: Degrees should clearly distinguish student performance Have more than “yes/no” 4-3-2-1 is usually a good

11. Con: Too few criteria Tips: Criteria should be specific Criteria can indicate “attributes” desired (e.g., Problem & Hypothesis Format)

12. Con: Does not use parallel structure Tip: Use either complete sentences or “bullet-point format”, and be consistent with your choice and syntax

16. 1. In groups by discipline, design a rubric, making the following choices:  Analytical vs. Holistic  Qualitative vs. Quantative  Weighted vs. Non-Weighted  Number of Categories  Number of Degrees (4-2-3-1 etc.)