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When
we assess a process or a product, we look for evidence of learning.
We need ways in which we can compare the evidence with the intended
outcomes of learning. There are different ways to do this e.g. lists
of criteria, a memorandum, a rubric.
A rubric is a special arrangement of assessment criteria. We can
use it to help us to decide to what extent the criteria have been
met.
"
A rubric or assessment grid needs to include two elements: the
criteria that will be used for the assessment and a method of
indicating the level of performance of the learner is being assessed".
Emilia Potenza in The Teacher Daily Mail & Guardian November
29, 2000
Examine
this rubric that could be used to assess your involvement in the
module so far.
|
|
Beginning
(1) |
Developing
(2) |
Improving
(3) |
Team
player
(4) |
Score
|
| Doing
the activities |
Does
not do any activities |
Does
some activities, but does not really make an effort |
Does
all activities with moderate effort |
Does
all the activities with excellent effort |
|
|
Reading related content |
Does not read related content |
Reads
some content, but does not absorb much |
Reads
most of the content, absorbs some of it |
Evident
that all the content has been read and absorbed |
|
|
Writing to the group |
Never writes to the group |
Sometimes writes short messages |
Writes many short messages, some really valuable |
Very
diligent in writing regular mail with good ideas and thoughts
|
|
|
Responding to the group |
Never responds |
Sometimes responds briefly, mostly not useful input |
Responds most of the time, with varying degrees of input |
Always responds with useful advice |
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Notice:
The criteria for involvement are in the left-hand column.
These are the things that could be assessed during the process of
the module (but we are not actually assessing you during this module).
Notice that you can use descriptive measurements like Beginning,
Developing, Improving, Team player or you could attach
scores to each of the criteria (1, 2, 3 or 4).
In this way (if it is a rubric that you use in class) you can enter
a mark in your record book for purposes of continuous assessment,
but at the same time both you and the learner can see a description
of the desired outcome and the level that the learner has achieved.
Notice
too how the range of statements differs from Beginning to
Team player. The statement underneath Beginning
clearly indicates less desirable behaviour, while the statements
become more ideal as you move to the right towards Team
player, which is a statement of the desired outcome or
performance in its best form.
Notice,
too, that there is no question of failing this rubric, just a question
of developing to improve performance. This is the crux of formative
assessment. The emphasis is on what is required to improve, and
eventually master, the skill.
Now
that you have looked at an example of part of a rubric, read further
to deepen your understanding.
- A rubric is a scoring guide that differentiates,
on a scale, among a group of sample assessment standards.
- It measures stated performance objectives (outcomes).
- It uses a range of statements to measure
a range of performance quality.
- Scoring may be qualitative (comments)
or quantitative (marks).
- A rubric is a tool which allows authentic
assessment, and is particularly useful in assessing criteria
which are complex and subjective.
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