Write your reflections from the classmate’s post by selecting an idea from the reading, describing your thoughts and feelings about it and why you agree.
In this chapter, the author discusses a rubric, a tool used to represent the performance belief for a piece of work or an assignment. Rubrics can be used for a wide range of assignments: projects, papers, oral presentations, etc. Also, it can be used as grading guides, to provide feedback to support and guide learning efforts. They are categorized by two components: treats the criteria one at a time or together and whether rubric is general and could be used with similar tasks or task-specific and only applicable to one assessment(description). The characteristics of analytic, developmental, and holistic rubrics are discussed, with attention to the advantages and disadvantages of each.
Misconceptions about rubrics are discussed in this chapter. Confusing learning outcomes with tasks, rubrics should not be assignment directions. Instead of being task-focused, they should focus on the proficiencies that should expect to see students display after having finished the task. Rubrics are confused with the requirements of quantities. Teachers must be careful to avoid the rubric becoming a sort of checklist, in practice, it is highlighting that students should display the ability to consider multiple criteria when selecting information sources instead of requiring students to score high. Confusing rubrics with evaluative rating scales, rubrics help structure observation; the rating scales should be descriptive instead of numerical so that it facilitates the bridge between what students display and the judgment of that.
Chapter 3 writing or selecting effective rubric
Constructing a rubric from scratch can be a tough process. Time is precious and understanding the key components of rubrics, and what constitutes a good rubric in different scenarios can be helpful in recognizing good rubrics that can be adapted for your teaching. The approach sometimes called Adopt and Adapt, literally means adopt a rubric you found online, or that was shared by your colleagues, and adapt it to your teaching context. Two valuable methods that can help the process of constructing rubrics to facilitate positive outcomes are called the top-down approach and the bottom-up approach.