ENG520

Solution:
Ans. Scoring rubrics:
A scoring rubric is an attempt to express quality expectations for an activity. Scoring rubrics
are frequently used to define uniform grading criteria. A scoring rubric, because the criteria are
public, allows teachers and students to evaluate factors that can be complex and subjective. A
scoring rubric can also be used as a starting point for self-evaluation, introspection, and peer
review.
Its goal is to assess accurately and fairly, to encourage comprehension, and to indicate how to
proceed with further learning/teaching. This integration of performance and feedback is known
as formative or ongoing evaluation.
According to Bernie Dodge and Nancy Pickett, there are some common aspects of scoring
rubrics:
1. They are concerned with achieving a specific goal (performance, behavior, or quality).
2. They use a range to rate performance.
3. They have specific performance traits structured in levels that either show how sophisticated a
method is being employed to develop or how successfully a standard has been reached.
Scoring rubrics can help students become thoughtful assessors of their own and others' work,
and they can help teachers spend less time evaluating student work. To help with the study of the
results or processes of students' efforts, teachers or other assessors create scoring rubrics, which
are descriptive scoring schemes.
When a judgement of quality is necessary, scoring rubrics are frequently used. They can be
used to evaluate a wide range of topics and activities. The evaluation of writing samples is one
frequent application of scoring rubrics. Depending on the standards set by the specific examiner,
assessments of the standard of a given writing sample can differ.
One evaluator may place a high value on language structure, whilst another may place a
higher value on the persuasiveness of the argument. These and other criteria are likely to be
present in a high-quality essay. The subjectivity inherent in evaluating an essay is reduced by
adopting a pre-defined framework for the review process. Writing samples are just one type of
performance that may be graded using scoring rubrics. Scoring rubrics have also been used to
evaluate group activities, long projects, and oral presentations.
Scoring rubrics are used in the classroom by both pre-college and college lecturers. The usage
of a scoring rubric is determined by the goal of the assessment rather than the grade level or
subject.
Scoring rubrics are one of several options for grading student work. In the evaluation of writing
samples, for example, checklists may be used instead of grading rubrics. When the information
sought is limited to determining whether specific criteria have been met, checklists are an
appropriate choice for evaluation. Scoring rubrics are descriptive scales that aid in determining
the extent to which criteria have been met.
Another evaluation technique that may be used to identify the extent to which certain criterion
has been met is the assignment of numerical weights to sub-skills within a process. However,
numerical values do not give pupils with guidance on how to enhance their performance. A
student who obtains a "70" out of "100" may be unsure on how to improve on the next
assignment. Scoring rubrics address this concern by offering definitions of what is required at
each level. These descriptions help students understand why they received the grade they did and
what they may do to enhance their future performance.
The objective of the assessment determines whether a scoring rubric is an effective evaluation
technique. In the evaluation process, scoring rubrics provide at least two advantages. First, they
aid in determining the extent to which the prescribed criteria have been met. Second, they
provide pupils comments on how to enhance their performance. If these advantages are
congruent with the assessment's objective, a scoring rubric is likely to be an effective evaluation
technique.
The first stage in creating a scoring rubric is identifying the qualities that must be present in a
student's work to demonstrate proficient achievement. The specified traits will serve as the
scoring rubric's top level or levels of scoring criteria. The decision can then be made as to
whether the information sought from the evaluation is best obtained by using an analytic or
holistic scoring rubric. When creating an analytic scoring rubric, each criterion is considered
separately as the descriptions of the various score levels are generated. This procedure yields
descriptive score methods for each evaluation factor. The collection of criteria is evaluated
throughout the building of each level of the scoring rubric for holistic scoring rubrics, resulting
in a single descriptive scoring scheme.
Scoring rubrics can be constructed to evaluate a specific task or to evaluate a larger group of
tasks. If the goal of a given course is to improve a student's oral communication abilities, a
general scoring rubric can be created and utilized to grade each of that student's oral
presentations. This strategy would allow students to use feedback from the previous presentation
to improve their performance on the upcoming presentation.
A general scoring rubric for evaluating a sequence of presentations may not be acceptable if
each oral presentation focuses on a different historical event and the goal of the assessment is to
evaluate the students' understanding of the given event. Historical events varied in terms of
determining variables as well as consequences. To assess students' factual and conceptual
knowledge of these events, distinct grading rubrics for each presentation may be required. A
"Task Specific" scoring rubric is intended to measure student performance during a particular
assessment event.
Scoring rubrics may be designed to contain both general and task specific components. If the
purpose of a presentation is to evaluate students' oral presentation skills and their knowledge of
the historical event that is being discussed, an analytic rubric could be used that contains both a
general component and a task specific component. The oral component of the rubric may consist
of a general set of criteria developed for the evaluation of oral presentations; the task specific
component of the rubric may contain a set of criteria developed with the specific historical event
in mind.

2. Analytical rubrics:
An analytical rubric is used to assess various sorts of skills based on the level of competence
of the student. Teachers will design a scale to rate the student's work in an analytical rubric. One
scale, for example, could have categories such as Not Meeting Criteria, Needs Improvement,
Satisfactory, and/or Exemplary. This rubric is laid out in the form of a grid. On the top is a point
system, and on the left is information about the criteria. The words may alter, but the overall goal
is to measure a student's ability level.
Analytic Rubrics have a grid of "criteria" (columns) and achievement "levels" (rows). The
instructor awards points or weights to certain criteria before assessing student performance in
each area. This is important for identifying areas of strength and weakness. As a result, analytic
rubrics take longer to construct than holistic rubrics.
Analytic rubrics are especially useful for problem-solving or application examinations since
they can include a different category for each component of the assessment that must be
included, accounting for the task's complexity. A rubric for a research paper, for example, could
include categories for structure, writing, argument, sources referenced, level of content
understanding, and other factors. A presentation rubric could comprise areas such as style,
organization, language, substance, and so on. Receiving rubrics benefits students because they
learn about their relative strengths and flaws.
An analytic rubric divides the goal into precise component pieces. A rating scale is used to
rate each segment independently. Each component part is added together to form the final score.
This sort of rubric is made up of dimensions or primary features (for example, Thesis, Analysis,
Organization, Evidence, Mechanics) and performance levels (e.g., Exceptional, Excellent,
Acceptable, Needs Improvement).
An analytic rubric looks like a grid, with domains (dimensions) listed in the leftmost column
and performance levels (i.e., performance descriptors, criteria) displayed across the top row,
often using numbers and/or descriptive tags. The cells in the rubric's center can be kept blank or
filled in with explanations of what the stated criteria look like for each level of performance.
When using an analytic rubric, each domain is scored separately. Example Rubric for Analyzing
Thoughts Through Written Communication Research, written communication, presentation,
content, reflection, and so on are all reviewed. Each level has a parallel focus.
Analytic rubrics illustrate levels of achievement in columns and assessment criteria in rows.
Analytic rubrics can be scored using points, custom points, or text only. Points and bonus points
Analytic rubrics can judge performance using both text and points; with custom points, each
criterion can be worth a varied number of points. An Overall Score is calculated based on the
total amount of points earned for both points and custom points. The Overall Score evaluates
whether or not students meet the criteria established by educators. You can manually override
the rubric's Total and Overall Score.
There are some advantages of analytical rubrics such as:
1. Analytical rubrics give learners meaningful feedback on their areas of strength and weakness.
2. Individual criteria's relative relevance can be reflected by weighting their aspects.
3. When the same rubric categories are utilized frequently, they might demonstrate to learners
that they have progressed over time in some or all dimensions.
4. When evaluating distinct talents and knowledge.
5. Direct input on predefined criteria and specific strengths and weaknesses
6.Moderate marking is easier to achieve in large classrooms with a high number of markers.
7. It is appropriate for large complex projects with several discrete criteria and learning
objectives.

Before designing an analytic rubric, teaching faculty need to be aware of essential rubric
components alongside the evaluation criteria for each assignment.
The first step to analytic rubric creation is to define the goal and purpose of the assignment that
is being evaluated. Referring to course outcomes and the assignment’s alignment to specific
outcomes is a good place to start. Designing an effective rubric ensures that the criteria and
expectations are clearly defined and directly aligned with course outcomes.
Analytic rubrics work best when each criterion is judged separately, then each assessment is
weighted and combined to form an overall verdict on the quality of the response.
Analytic rubrics separate many assessment criteria and treat them thoroughly. The top axis of a
horizontal assessment rubric includes values that can be stated numerically, by letter grade, or on
a scale from Exceptional to Poor (or Professional to Amateur, and so on). The assessment criteria
for each component are listed on the side axis. Analytic rubrics can also allow for variable
weightings for various components.
An analytical rubric, in the end, evaluates a student's strengths and flaws. The advantage of
employing an analytical rubric is that you can weight each ability according to its importance.
For example, depending on your specific objective, the weight of citations could be worth 50
points while grammar and spelling could be worth 10.
Analytical rubrics are very useful when assessing a large number of criteria. They describe
precisely what students are expected to demonstrate in relation to the learning outcomes, as well
as the criteria students must address in the assessment assignment. They should ideally also
allow for general and/or individualized student feedback. Analytical rubrics may also have
numerical values connected to them, depending on the work at hand.
Assessment descriptions (i.e., the task), achievement levels (typically as a scale), assessment
criteria (outlining the specific skills/knowledge involved in the assessment task), and
performance descriptors are the four components of an analytical rubric (descriptions of the
levels of achievement or each criterion in each performance level).
A global rating scale can be readily used to set standards for performance. However, to use
the global rating scale, it is necessary to clearly present pre-shared criteria, i.e., rubrics, to assess
learners’ achievements. In this respect, analytic rubrics have the advantage of reducing evaluator
errors on a global rating scale. Analytic rubrics are more reliable than holistic rubrics in that they
check the key content, rather than providing a holistic evaluation. Analytic rubrics provide
specific feedback according to several sections or dimensions, allow students to identify which
factors are missing from the holistic rubric, and enable continuous monitoring. An analytic rubric
is one that explicitly breaks down an assignment into its constituent skills and gives students
with criteria for what each performance level for each ability should look like.
So we can say that analytical rubrics are really important and can be used to monitor the
progress of a student.