Professional Documents
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Chap 161104024201
Chap 161104024201
PROCESS-ORIENTED,
PERFORMANCE-BASED
ASSESSMENT
Too often, we tend to assess students’ learning
through their outputs or products or through some
kind of traditional testing.
Numbers of
appropriate
hand gestures
X1 1-4 5-9 10-12
Appropriate Lots of Few No apparent
facial appropriate inappropriate inappropriate
expression X1 facial expression facial facial
expression expression
Voice in Monotone voice Can vary voice Can easily
inflection used inflection with vary voice
X2 difficulty inflection
Incorporate Recitation Recitation has Recitation fully
proper contains very some feelings captures
ambiance x3 little feelings ambiance
through through
feelings in the feelings in the
voice voice
For each criterion, the evaluator applying the
rubric can determine to what degree the
students has met the criterion, i.e., the level of
performance. In the given rubric, there are
three levels of performance for each criterion.
For example, the recitation can contain lots of
inappropriate, few inappropriate or no
inappropriate hand gestures.
Finally, the illustrated rubric contains a mechanism for
assigning a score to each project. (assessments and
their accompanying rubrics can be used for purposes
other than evaluation and, thus, do not have to have
points or grades attached to them.) In the second-to-
left column a weight is assigned each criterion.
Students can receive 1, 2 or 3 points for “number of
sources.” but appropriate ambiance, more important
in this teachers mind, is weighted three times (x3) as
heavily. So, students can receive 3, 6 or 9 points (i.e.,
1, 2 or 3 times 3) for the level of appropriateness in
this task.
DESCRIPTORS
The rubric includes another common, but not
a necessary, component of rubrics –
descriptors. Descriptors spell out what is
expected of students at each level of
performance for each criterion. In the given
example, “ lots of inappropriate facial
expressions,” monotone voice used” are
descriptors.
WHY INCLUDES LEVELS OF PERFORMANCE?
1. Clearer expectations
It is very useful for the students and the teacher if the
criteria are identified and communicated prior to completion of
the task.
2. More consistent and objective assessment
In addition to better communicating teacher
expectations, levels of performance permit the teacher to more
consistently and objectively distinguish between good and bad
performance, or between superior, mediocre and poor
performance, when evaluating student work.
3. Better feedback
Furthermore, identifying specific levels of student
performance allows the teacher to provide more detailed
feedback to students.
ANALYTIC VERSUS HOLISTIC RUBRICS
Analytic
Most rubrics, like the recitation rubric
mentioned, are analytic rubrics. An analytic rubric
articulates levels of performance for each criterion so
the teacher can assess student performance on each
criterion.
Holistic rubric
In contrast, a holistic rubric does not list
separate levels of performance for each criterion.
3 – Excellent Speaker
1 – Poor Speaker
Upon applying the three levels of performance , you might discover that
you can effectively group your student’ performance in these three
categories.
Makes eye
contact Never Rarely Sometimes Usually Always
Makes eye
contact Never Rarely Sometimes Usually
Example of Holistic Rubric: Assessing a Research Report
2. Level of creativity
3. Clarity
4. Visual appeal
5. Level of effort
SUB-TOTALS
Total: ________________
Scoring protocol:
10-14 Acceptable
Below 5 Unacceptable
EXAMPLE OF DIMENSIONAL/ANALYTICAL RUBRICS: ASSESSING THE ANALYSIS OF PUBLIC
OPINIONS ON THE DIVORCE BILL
Assessment
A. Clarity in defining the issue/topic
______ 3 the issue was explained in the introductory paragraph
______ 2 the issue/topic was mentioned in the introductory paragraph
not clearly explained
______ 1 the issue/topic was mentioned in the introductory paragraph but
was not explained
______ 0 the issue/topic was not mentioned at all.
Score ______
B. Level of scholarly research
_____ 3 the report cited different sources of opinion properly analyzed.
_____ 2 the report cited different sources of opinion but not analyzed.
_____ 1 the report cited only one or 2 sources of opinions without analysis.
_____ 0 the report did not indicate sources and there was no analysis.
Score _____
C. Aesthetic appeal
_____ 3 the report is well written without errors in grammar and syntax.
_____ 2 the report is well written with lapses in grammar and syntax.
_____ 1 the report is written in incomplete and incoherent sentences.
_____ 0 the report is only in outline form.
Score ____
TOTAL SCORE ________
Scoring protocol:
Total score Verbal
7 and above : Most acceptable
4-5 : Partially Acceptable
Below 4 : Unacceptable
Exercises