Podcast
Questions and Answers
What is true about the number of levels a rubric can have?
What is true about the number of levels a rubric can have?
- The rubric should always have a fixed number of levels.
- There must be an even number of levels for accuracy.
- The number of levels can vary depending on the task and needs. (correct)
- The number of levels should always be an odd number.
When deciding on the number of levels in a rubric, what is a recommended approach?
When deciding on the number of levels in a rubric, what is a recommended approach?
- Start with as many levels as possible for detailed assessment.
- Initially start with a smaller number of levels and expand if needed. (correct)
- Begin with a larger number of levels and reduce them later.
- Always choose an odd number of levels for better discrimination.
Why is it suggested to start with a smaller number of performance levels in a rubric?
Why is it suggested to start with a smaller number of performance levels in a rubric?
- For more accurate evaluation of student performance. (correct)
- To prevent students from achieving higher scores.
- To limit the number of criteria assessed.
- To make the assessment process quicker.
In an oral presentation rubric, what could be a criterion with three levels of performance?
In an oral presentation rubric, what could be a criterion with three levels of performance?
What happens as the number of levels in a rubric increases according to the text?
What happens as the number of levels in a rubric increases according to the text?
What does the text suggest about the necessity of an even or odd number of levels in a rubric?
What does the text suggest about the necessity of an even or odd number of levels in a rubric?
What is emphasized regarding student performance evaluation using rubrics?
What is emphasized regarding student performance evaluation using rubrics?
'Making distinctions in student performance across two or three broad categories is difficult enough' implies what about fewer levels?
'Making distinctions in student performance across two or three broad categories is difficult enough' implies what about fewer levels?
What might happen as you apply finer distinctions in student performance judgments according to the text?
What might happen as you apply finer distinctions in student performance judgments according to the text?
What is recommended when evaluating 'amount of eye contact' in an oral presentation rubric?
What is recommended when evaluating 'amount of eye contact' in an oral presentation rubric?
