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These are descriptive scoring schemes that are developed by teachers to guide the analysis of the products or processes of students efforts.
Criteria Setting
Criteria are statements which identify what really counts in the final output.
Example: Quality Creativity Comprehensiveness Accuracy Aesthetics
Identify substatements that would make the major criteria more focused and objective.
Example: Essay on The Three Hundred Years of Spanish Rules in the Philippines Quality Interrelates the chronological events in an interesting manner Identifies the key players in each period of the Spanish rule and the roles that they played Succeeds in relating the history of Philippine Spanish rule
The document is clear and concise and appropriate grammar is used throughout * Adequate The document can be easily followed. A combination of the followingare apparent in the document:
1. 2. 3. Basic transitions are used, Structured format is used. Some supporting graphics are provided, but are not clearly explained.
The document contains minimal distractions that appear in a combination of the following forms:
1. 2. 3. Flow in thought Graphical presentations Grammar/mechanics
The document contains numerous distractions that appear in the combination of the following forms:
1. 2. 3. Flow in thought Graphical presentation Grammar/mechanics
There appears to be no organization of the documents contents Sentences are difficult to read and understand
Other Methods
Checklists are appropriate for evaluation when the information that is sought is limited to the determination of whether specific criteria have been met. Scoring rubrics are based on descriptive scales and support the evaluation of the extent to which criteria have been met. If the purpose of assessment have been met
Benefits of scoring rubrics: 1. They support the examination of the extent to which the specified criteria have been reached. 2. They provide feedback to students concerning how to improve their performances
3. Identify and define the criteria for the top level and lowest level of performance 4. Create additional categories such as average, etc. Each score category should be defined using descriptors of the work rather than value-judgment about the work Example: Students sentences contain no errors in subject-verb agreements, is preferable than students sentences are good
5. Test whether scoring rubric is reliable. Ask two or more teachers to score the same set of projects or outputs and correlate their individual assessments
Exercise
For each of the following, develop a scoring rubrics:
a. Evaluating performance in argumentation and debate b. Laboratory output in Frog dissection c. Oral presentation on the piece Land Bondage, Land of the Free d. Essay on Should the power industry be deregulated? e. Group activity on Geometric shapes through paper folding
3. Try to keep the performance criteria few so that they can be reasonably observed and judged.
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Have teachers think through the criteria as a group. Express the criteria in terms of observable student behavior or product characteristics. Avoid vague and ambiguous words like correctly, appropriately, and good. Arrange the performance assessment instruments to use or modify them before constructing them.
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