Rubric Development and Cultural Considerations Quiz

• It is important that rubrics be free from improper literacy and cultural interference.
• Improper literacy expectations usually arise when developers rely too heavily on written responses to demonstrate mastery, or expect a level of sophistication of written response beyond the expectation that students somehow successfully communicate to the reader what they know.
• Instead, rubrics should allow nonwritten information from students to augment or replace written responses. This information should include non-text paper and pencil responses such as charts, diagrams, pictures, and algorithms.
• If possible, students may also respond orally or perform the solution to a task (such as actually producing a chemical solution which would solve a chemistry problem).
• Our intent is to separate cultural issues from content expectations. Students should be evaluated on the content expectations, regardless of the unexpected ways they might handle the contextual surrounding of the item.
• Item writers, along with reviewers, need to be alert to the influence of culture on responses. This influence needs to be written into the rubrics and notes so that scorers will know how to give proper credit to LEP student responses.

Test your knowledge of rubric development and the considerations for cultural and literacy differences. This quiz covers the importance of allowing nonwritten information in rubrics, assessing students based on content expectations, and being alert to the influence of culture on responses.