ED-6-REVIEWER-MODULE-1-5 PDF

same quantity or quality of interest will MODULE 1 produce more or less the same outcome. Basic Concepts in Assessment and Role of Assessment 2. Subjective (As in Perception)...

same quantity or quality of interest will MODULE 1 produce more or less the same outcome. Basic Concepts in Assessment and Role of Assessment 2. Subjective (As in Perception) -Some facts which cannot be captured by T- Test objective procedures which can be done M-Measurement by subjective methodsL A-Assessment -Aesthetic appeal of a product or project E-Evaluation -It may be best to use both methods when possible Test - Is a tool compromised of a set of Assessment questions administered during a fixed -It comes from Latin word "assidere" period of time under comparable which means "to sit beside a judge" conditions for all students (Miller, Linn and -It is a systematic process of gathering Gronlund, 2009) information about students learning to -The most dominant form of assessment make informed decisions about their -Traditional Assessment. educational progress. -It looks into "how much change has Measurement occurred on the student's acquisition -Comes from the old French word of a skill, knowledge or value before "mesure" which means "limit or and after a given learning experience" quantity" -Process of quantifying or assigning Evaluation numbers to the individuals intelligence, -Process of making judgements based on personality, attitudes, and values and criteria and evidence achievement of the students through the -It answers the question "how good, use of tests, questionnaires, rating adequate or desirable is it" scales, checklists and other devices. -It answers the question: "How much Cronbach (1960) have three important does a student learn or know" features of assessment that makes it distinct with evaluation: Educational Measurement Knowledge of Subject Matter 3 PRINCIPAL FEATURES OF -Can be measured through standardized ASSESSMENT test results (the measurement procedure 1. The use of a variety of techniques is testing) 2. Reliance on observations -Can be measured through perceptions 3. Integration of information (ask a group of experts to rate student's or teacher's knowledge of the subject matter *The three important features of in a scale of 1 to 5) assessment emphasize that assessment is not based on a single measure but a Types of Measurement variety of measures. In the classroom, a 1. Objective (As in Testing) student's grade is composed of the -Objective measurements are more stable quizzes, assignments, recitations, long than subjective measurements in the tests, projects and final exams. These sense that repeated measurements of the sources were assessed through formal and informal structures and integrated to come up with an overall assessment as -This type of assessment happens at the represented by a student's final grade. end of a learning period. It helps teachers figure out if students have Note: Assessment focuses not only on the grasped the key concepts and skills nature of the learner but also on what to that were taught. Examples include final be learned and how it is to be learned. exams, end-of-term projects, or comprehensive tests. Roles of Assessment What is Assessment? Why Assess Learners? -Assessment provides valuable insights The four roles of assessment used in into student learning. It helps teachers instruction process understand what students know and can do, and it allows students to demonstrate 1. Does the learner possess the their knowledge and skills. knowledge and skills needed to begin in the planned instruction? -Check Learning 2. To what extent has the learner already -Identify Needs developed the understanding and skills -Guide Teaching that are goals of planned objectives? -Measure Progress 3. To what extent do the student's interest, -Provide Feedback work habits and personally indicate that one mode of instruction might be better MODULE 2 than the other? The Essence of Authentic Assessment 1. Placement Assessment Authentic Assessment -The purpose of placement assessment is -Refer to assessments wherein students to determine the pre-requisite skills, are asked to perform real-world tasks that degree, or mastery of the course, the best demonstrate meaningful application of mode of learning. what they have learned. -It often involves complex, diverse tasks 2. Formative Assessment that mirror real-life scenarios, such as -It is the assessment during the course project-based work, presentations or of instruction rather than after it is problem-solving activities completed. -An authentic assessment usually includes a task for students to perform and a rubric 3. Diagnostic Assessment by which their performance on the task will -Used to determine student's be evaluated. weaknesses. Advantages of Authentic Assessment 4. Summative Assessment Encourage Deep Learning -use to summarize and judge student's -Authentic assessment requires overall performance and learning students to engage with material achievements at the end of an on a deeper level, applying instructional period. It often results in a knowledge to real-world situations grade or score and helps determine rather than just memorizing facts. whether learning goals have been met. Builds Relevant Skills End of Instruction  -By mirroring real-life tasks, -The creation of rubrics is both a authentic assessment helps challenging task and very time students develop skills that are consuming. Each level of directly applicable outside the expectation needs to be carefully classroom. This includes identified and drafted that there is collaboration, communication, and complete clarity. practical problem-solving, which are essential for success in the The pace of curriculum will workplace and everyday life. suffer -The time that is consumed for the Promotes Students Engagement effective implementation of -Students are often more authentic assessments might result motivated and engaged when they in slowing down the pace of see the relevance of their work to curriculum/syllabus coverage. real-world scenarios. The stakeholders may not see Supports Equity in Education the feedback received from such -Because authentic assessment assessments as “valid” or can be tailored to different learning “reliable styles, it provides a more equitable -The teachers cannot completely way to evaluate students. It allows rely on the authentic assessments diverse learners to demonstrate for providing feedback and their abilities in ways that evaluating the students’ gain in traditional tests may not learning experiences. This can be accommodate, helping to reduce seen as an extra burden for the biases and barriers to success. teachers. The school year might end up with having too many Fosters Creativity and assessments at the cost of time Innovation that needed to be spent on -Authentic assessments often teaching, demonstrations or require students to think outside practicing of the learned concepts the box and come up with creative and skills. solutions to real-world problems. This nurtures creativity and Characteristics of Authentic innovation, which are crucial skills Assessments in today’s fast-changing world. (Wiggins, Grant 2013 —Authentic Education) Disadvantages of Authentic A.Structure and Logistics Assessment Are more appropriately public; Proper implementation is time involve an audience, panel, etc. consuming Do not rely on unrealistic and -The authentic assessments are arbitrary time constraints. usually in the form of projects, Offer known, not secret, questions portfolio activities, group work and or tasks. so forth. Are not one-shot, more like portfolios or a season of games. Difficult to evaluate or grade  Involve some collaboration with Identify (perhaps hidden) strengths others. (not just reveal deficits). Recur- and are worth retaking. Strike a balance between honoring Make feedback to students so achievement while mindful of central that school structures and fortunate prior experience or policies are modified to support training (that can make the them. assessment invalid). Minimize needless, unfair and B.Intellectual Design Features demoralizing comparisons of Are "essential"- not contrived or students to one another. arbitrary just to shake out a grade. Allow appropriate room for Are enabling, pointing the students students' styles and interests [ – toward more sophisticated and some element of choice]. important use of skills and Can be attempted by all students knowledge. via available scaffolding or Are contextualized and complex, prompting as needed (with such not atomized into isolated prompting reflected in the ultimate objectives. scoring). Involve the students' own Have perceived value to the research. students being assessed. Assess students habits and repertories, not mere recall or Similarities and Differences Between plug-in. Authentic and Traditional Assessment Are representative challenges of a field or subject. Similarities Are engaging and educational. Involve somewhat ambiguous Purpose of Evaluation (ill-structures) tasks or problems. Both are used to measure C.Grading and Scoring students' learning and Involve criteria that assess understanding of the content of the essentials, not merely what is lesson. easily scored. They are used to inform Are not graded on a curve, but in instruction, guide curriculum reference to legitimate development, and provide performance standards or feedback to students. benchmarks. Curriculum Involve transparent, de-mystified expectations. Both of the assessments are Make self-assessment part of the aligned with the educational assessment. standard and learning objectives. Use a multi-faceted analytic trait It assesses the effectiveness of scoring system instead of one teaching methods and curricular holistic or aggregate grade. activities. Reflect coherent and stable school standards. Differences D.Fairness 1. Nature of Assessment Traditional Assessment: Includes To determine if students have met these standardized tests, quizzes, and exams standards, you will design or select with formats such as multiple choice, relevant AUTHENTIC TASKS true-or-false, or fill in the blank; it focuses on memorization, recall, and recognition of Find a way students can demonstrate that facts. they are fully capable of meeting the standard. Authentic Assessment: It involved real-life task such as project, presentation, What indicates students have met these performances that require students to standards? apply their knowledge with practical situations. Step 3: Identify the Criteria for the Task 2. Difficulty of Task To determine if students have performed well on the task, you will identify and look Traditional Assessment: It only involves for characteristics of good performance low thinking skills like remembering and called CRITERIA understanding What does good performance on this task Authentic Assessment: It needs high look like? level of thinking skills like analyzing, evaluating, or creating Characteristics of a Good Criterion 3. Contextual Relevance -clearly stated, brief, observable, statement of behavior, written in a Traditional Assessment: It may lack language students understand. real-world relevance, as questions can be abstract and disconnected from practical STEP 4: Create the Rubric application. To discriminate among student Authentic Assessment: Directly relates performance across criteria, you will to real-world scenarios, making it more create a RUBRIC relevant and engaging to students. How well did the students perform? Steps on How to Create Authentic MODULE 3: Assessments Using Authentic Assessment in Step 1: Identify the standards Classroom; Creating Authentic Standards, like goals, are statements of Assessment what students should know and be able to I. What is Authentic Assessment? do. Jon Mueller: A form of assessment in This list of knowledge and skills becomes which students are asked to perform your STANDARDS real-world tasks that demonstrate What should students know and be able to meaningful application of essential do? knowledge and skills. STEP 2: Select an Authentic Task Richard J. Stiggins: Performance -Teacher-structured assessments call upon the examinee to demonstrate specific skills and -Indirect evidence competencies, that is, to apply the skills and knowledge they have mastered. II. What does Authentic Assessment Authentic Assessment look like? -Inventories An authentic assessment usually includes -Peer rating / Self rating a task for students to perform and a rubric by which their performance on the task will -Journals be evaluated. -Portfolios Traditional vs. Authentic Assessment -Discussions Traditional Assessment -Interviews -Multiple choice -To develop productive citizens -Gap fill -Must be capable of performing real tasks -True or False -Schools must help students become -Matching proficient at performing tasks -To develop productive citizens -Have the students perform meaningful tasks -Must possess a body of knowledge and skills -Assessment drives the curriculum. -Schools must teach this body of -tasks are determined first knowledge and skills -students perform to demonstrate their -Test the students if they acquired the mastery knowledge and skills. -design the curriculum -The curriculum drives assessment. -Performing a task -body of knowledge is determined first. -Real-life -design the curriculum. -Construction / Application -assess to determine if acquisition of the curriculum occurred. -Student-structured -Selecting a response -Direct evidence -Contrived III. Alternative Names for Authentic Assessment -Recall / Recognition -Performance Assessment becomes an assessment of how well the students can meaningfully apply the -Alternative Assessment concepts. -Direct Assessment D. Authentic Assessments Provide Multiple Paths to Demonstration IV. Why Use Authentic Assessment? - We all have different strengths and A. Authentic Assessments are Direct weaknesses in how we learn. Similarly, we Measures are different in how we can best demonstrate what we have learned. - We do not just want students to know the Testing favors those who are better content of the disciplines when they test-takers. graduate. We, of course, want them to be able to use the acquired knowledge and MODULE 4 skills in the real world. So, our assessments have to also tell us if Performance Assessment students can apply what they have learned in authentic situations. “Performance assessment is the direct, systematic observation of an actual Question: Can you think of professions which require some direct demonstration pupil performance … and rating of that of relevant skills before someone can be performance according to pre-established employed in that field? performance criteria.” (The North Central B. Authentic Assessments Capture Regional Educational Laboratory. Constructive Nature of Learning NCREL site), (2001) - We cannot simply be fed knowledge. We need to construct our own meaning of the ❖ Performance assessment is a world, using information we have gathered continuum of assessment formats which and were taught and our own experiences allows teachers to observe student with the world (Bransford & Vye, 1989). behavior ranging from simple responses to demonstrations to work collected over C. Authentic Assessments Integrate time (Rudner & Boston). Teaching, Learning and Assessment ❖ Performance assessment requires - In the authentic assessment model, the students to perform tasks that same authentic task used to measure the demonstrate their knowledge and skills. students' ability to apply the knowledge or This could be anything from writing an skills is used as a vehicle for student essay, conducting a science experiment, learning. delivering a presentation, or even creating a piece of art. - When presented with a real-world problem to solve, students are learning in ❖ The key is that students are actively the process of developing a solution, demonstrating their learning, rather than teachers are facilitating the process, and the students' solutions to the problem simply recalling information in a test those concepts. They also retain format. Performance assessments can be knowledge better. Active participation is used as any of the classic assessments as the key to all performance assessments. well including summative, formative,and diagnostic assessments. 2. Worthwhile Tasks ❖ This assessment measures how well The Task is Worthwhile. The ideal students apply their knowledge, skills, and performance task is "inherently abilities to authentic problems. The instructional, actively engaging students in purpose of assessment is to find out what worthwhile learning activities." (Sweet) each student is able to do, with Performance tasks are therefore knowledge, in context open-ended and assess an array of knowledge and skills related to the In an article published by Lynne M. Bland curriculum. Thus the curriculum powers and Christopher R. Gareis about the the test, not the other way around. (Sweet; outcomes of performance assessments in Kulieke, et al) K-12 schools, they state that the results of performance assessments have often 3. Improve Teaching found that creative student projects have the ability to reflect a range of intelligence, Better Assessments Improve Teaching. resulting from having students perform, Assessment's overall purpose is "to create, produce, or do something involving provide valid information for decision higher-level thinking and real-world making." (Kulieke, et al, ) When teachers applications. prepare students for a performance task, they must carefully describe the task and Importance of Performance-based the standards that will be used to evaluate Assessment performance. When teachers are informed of the learning progress and difficulties of Balance in literacy their students they can then make better decisions about content and instruction. Content knowledge (Fuchs) Process skills 4. Improving Learning Work Habits Meeting Criteria Improves Learning. Students should be active participants in Performance tasks time their own learning. They perform better when they know what goals they are Performance assessment is built upon working towards, when they have the these four (4) assumptions: opportunity to examine models of 1. Constructivism excellence, and when they understand how their own performance compares to a Knowledge is Constructed. Research tells set of established criteria. (McTighe) us that students show greater interest and perform at higher levels of learning when Goals of Performance Assessment they are required to organize facts around Wiggins (1990) writes that "the best tests major concepts and then actively construct always teach students and teachers alike their own understanding of the kind of work that matters most; they are enabling and forward-looking, not just Student’s performance may lead to a reflective of prior teaching". The main concrete product. This type performance goals of performance assessment are to assessment emphasizes the tangible gather data on students that focus on outcomes of learning. It assesses growth over time rather than comparing learners' abilities to create and produce them with each other; to focus on what authentic and meaningful products that they know rather than on what they don't; demonstrate their understanding and and to meet the needs of diverse learning application of knowledge. styles, cultural backgrounds, and proficiency levels. (Tannenbaum) Example: Performance assessment can be process-oriented or product-oriented. The Research Paper- This will evaluate a learner is made either to demonstrate the student's paper at the end of a course. skills or the process learned or show the Narrative Report- Students will submit product of the application of learned a report about their lesson and it will be knowledge and skills. The learner is made assessed by their teacher. either to demonstrate the skills or the process learned or show the product of Guidelines For Performance the application of learned knowledge and Assessment skills. Airasian & Russell (2008) cited four Types of Performance Assessment issues that must be considered in the use of performance assessment, namely: 1. Process-oriented 1) Establishing a clear purpose Learning outcomes in the form of procedural knowledge require What is the purpose of the performance demonstration of the process or assessment– to assign a grade, to procedure. This type of performance evaluate student’s progress, to generate assessment is concerned with the actual products to be included in a learning task performance rather than the output or portfolio, or to provide students samples of product of the activity. work for college admission? Example: 2) Identifying observable criteria-- Experiments- The teacher can assess These criteria of good performance are how students do their experiment, how made clear to students at the beginning of they the teaching– learning process to help them focus on their learning. These follow a method, and how they observe. observable criteria also help the teacher or Solving Problems- It assesses the anyone assessing for the matter make steps the students take to understand a his/her observations more systematic and problem and it also assesses how they will focused. develop a solution. 3) Providing an appropriate setting 2. Product-oriented Will you observe the target behavior in a natural setting like observing a student  teacher teach as he/she teaches in a real It can be used to motivate students to classroom or observe her in an study. Performance assessments can announced and prepared demonstration engage and pique the interest of students. teaching with her classmates acting as students? It can be used to provide feedbacks to the students. Performance assessments 4) Judging or scoring the performance offer detailed insights into a student’s abilities, allowing teachers to give specific, To judge or score the product or the constructive feedback that helps students process / behavior demonstrated, a understand their strengths and areas for scoring rubric is a must, to ensure improvement. objectivity of scoring. It also allows teachers to observe Strengths and Limitations of achievements, habits of mind, ways of Performance Assessment working and behavior of value in the real world. By engaging students in real-world Strengths of Performance Assessment tasks, performance assessments enable teachers to observe not just academic It aims to improve the student learning achievements but also critical thinking, experience and evaluate lesson plan problem-solving approaches, and effectiveness. Performance assessment collaborative behaviors that are essential tasks can identify how well an instructor is in practical settings. teaching and provide progress reports for student learning. It can also increase an It Encourages student’s instructor's confidence by allowing them self-assessment. Performance toevaluate lesson plan effectiveness. assessments often involve reflection, prompting students to evaluate their own Direct observations of student learning work and learning processes, which and emphasis on the application of fosters self-awareness and helps them knowledge--Performance assessments take ownership of their learning. emphasize observing students as they apply their knowledge in practical Limitations of Performance situations. Learning occurs during Assessment assessment Usually the mostly costly approach It can be used to determine the proficiency level of students. Performance This approach incurs the highest costs assessments can be an accurate indicator due to the significant effort required from of what students know and whether they students. Additionally, some students may can use their knowledge. invest financial resources in their activities to ensure a high-quality presentation. More Engaging, active involvement of students. Performance assessments Time consuming and labor intensive to require students to actively participate in design and execute for faculty and hands-on tasks and real-world scenarios, students which increases their engagement and deepens their understanding by involving This approach is also time consuming them directly in the learning process. because evaluators need to spend considerable time reviewing and assessing students' work, which can be on predetermined performance labor-intensive. criteria. Must be carefully designed if used to FEATURES OF document obtainment of student learning outcomes PROCESS-ORIENTED PERFORMANCE BASED This approach should be carefully ASSESSMENT designed because it is essential to ensure they accurately, fairly, and reliably 1. Greater realism of tasks document the attainment of student 2. Greater complexity of tasks learning outcomes, while also being 3. Greater time needed for practical and meaningful for both students assessment and evaluators. 4. Greater use of judgment in Scoring often unreliable scoring This approach is often unreliable DOMAINS OF PROCESS-ORIENTED because of its subjectivity, the evaluators PERFORMANCE-BASED might put some personal opinions and ASSESSMENT feelings rather than the facts that might affect the scoring system. A. Communication Skills Inconsistent student performance It may include verbal and written across time may result in inaccurate expression, problem-solving, conflict conclusions resolution, and other skills. 1. Writing an essay This can lead to inaccurate conclusions 2. Delivering a speech in performance assessments as it may not accurately reflect a student's true B. Psychomotor Skills capabilities but rather temporary factors or external influences. 1. Holding a pencil properly MODULE 5 2. Following a procedure when dissecting a frog in the PROCESS-ORIENTED laboratory class PERFORMANCE-BASED 3. Focusing a microscope ASSESSMENT 4. Bisecting a line Performance-based C. Athletic Skills assessment is a direct measure of learning competence. 1. Shooting three points in a It involves "doing" instead of basketball game "knowing" about the activity or 2. Pitching a strike ball in baseball task. game A direct and systematic observation of the actual D. Concept Acquisition performance of students based Skills in acquiring, organizing, and 2. Lack of Creativity: Students using information. have less opportunity to be creative or show original E. Affective Skills thought. The rigid format may stifle critical thinking. 1. Mental and behavioral habits and recognition skills 2. Extended-Response 2. Sharing sports equipment Performance Task 3. Obeying traffic rules and regulations This type of performance is less structured and broader in scope. TYPES OF PERFORMANCE-BASED Advantages: ASSESSMENT 1. Real-world Application: These tasks often mimic real-world 1. Restricted-Response situations, allowing students to Performance Task apply knowledge to practical problems, which enhances the It is a performance task that is learning experience. highly structured with a limited 2. Creativity and Flexibility: scope. The task instructions are Students can express their more focused and the thoughts in various ways, limitations are always indicated. showing creativity and flexibility in their responses. They are not Advantages: constrained by fixed answer 1. Efficient Assessment: These formats. tasks are shorter and more structured, allowing educators Disadvantages: to assess specific knowledge or 1. Potential for Off-topic skills quickly and efficiently. Responses: Students may 2. Clear Focus: The task has a deviate from the main task or clear and specific prompt, include irrelevant information, making it easier for students to making it harder to assess the focus their response on a intended knowledge. particular aspect or skill. 2. Time-consuming: Both for students to complete and for Disadvantages: educators to assess. Scoring 1. May Miss Broader can take longer due to the Understanding: Since the task subjective nature of the task. is narrowly focused, it may not reveal a student's overall grasp of the subject or their ability to FOCUS OF PERFORMANCE-BASED integrate different ideas. ASSESSMENT  Performance-based assessment can assess the students’ Subject / Grade Level : English 9 process, product, or both (process and Grading Period / Quarter: 2nd product) depending on the learning Quarter outcomes. Content Standard: The learner 1. Application of Knowledge demonstrates an understanding of 2. Real-World Relevance William Shakespeare’s Sonnet 18 by 3. Critical Thinking and exploring its themes, language, and Problem-Solving structure within the context of the 4. Process and Product Renaissance period. They compare it 5. Holistic Assessment with other literary traditions, especially pre-colonial literature, and recognize how the poem reflects the cultural and PROCESS-ORIENTED LEARNING historical traits of the Elizabethan era. COMPETENCIES Performance Standard: The learners A teaching and learning transfer learning by: showing approach that focuses on the appreciation for the literature of the journey of acquiring past; comprehending texts using knowledge rather than just the appropriate reading styles; end results. participating in conversations using It focuses on the actual task appropriate context-dependent performance rather than the expressions; producing English product or output of a particular sounds correctly and using the activity. prosodic features of speech effectively in various situations; and observing LEARNING COMPETENCIES correct subject-verb agreement. Competencies are defined as groups Topic: Literature/ Oral Language of skill abilities needed for a particular Fluency task. Task: Recite a poem by William Shakespeare “Shall I Compare Thee The learning objectives in to a Summer’s Day.” process-oriented performance based assessment are stated in Objectives: The activity enables the directly observable behaviors of students to recite a poem entitled the students. “Shall I Compare Thee to a Summer’s The objectives generally focus Day” by William Shakespeare. on those behaviors which exemplify a “best practice” for a Specifically: particular task. 1. Recite the sonnet from memory without referring to notes; Example:  2. Use appropriate hand and body and hand gestures. gestures in delivering the piece; Draw and color two pictures 3. Maintain eye contact with the with hexagon and octagon audience while reciting the shapes. sonnet; Draw and label a formal dinner 4. Create ambiance of the poem table setting. through appropriate rising and falling intonation; 5. Pronounce the words clearly TASK DESIGNING and with proper diction. The planning of the task. In the above example, the objective starts with a general statement of the Identifies the activity that would student's expectations in doing the highlight the competencies of specified task, and then the general the students. objective is broken down to more Identifies an activity that would observable behaviors in presenting involve more or less the same oneself. They identified specific sets of competencies; reducing objectives that comprise the learning the time of assessing the results competencies for the said task. In of the student’s competency on stating the objectives using the task. Bloom's taxonomy, the specific Finds tasks that would be objectives range from simple enjoyable for the students. observable processes to more complex processes ( ex. To create the presentation/campaign's ambiance EXAMPLE: through appropriate rising and falling intonation). A competency is Subject / Grade level: Science 6 treated as more complex when it consists of two or more skills. Grading Period / Quarter: 2nd Quarter The following are examples of simple competencies: Content Standard: The Learners Speak with a modulated voice. demonstrate understanding of the Draw a diagonal line from one interactions for survival among living point to another point. and nonliving things that take place in Color an apple with a red tropical rainforests, coral reefs, and crayon. mangrove swamps. The following are an example of more Performance Standard: The learners complex competencies: should be able to form discussion Tell a story with feeling using groups to tackle issues involving suitable quality of voice, facial protection and conservation of expressions, ecosystems that serves as nurseries, breeding places, and habitats for Descriptors tell students more economically important plants and precisely what performance has to animals. look like at each level of criterion. Additionally, descriptors help the Topic: Understanding Biological teachers to be more precisely and Diversity consistently distinguish the works between students. Objectives: Why Include Level of Performance? Task Design: Bring the students to a pond or creek. Ask them to find all the 1. Clearer expectations living organisms they can find living 2. More consistent and objective near the pond or creek. Also, bring assessment them to the school playground to find 3. Better feedback as many living organisms as they can. Observe how the students will develop ANALYTIC V.S. HOLISTIC RUBRICS a system of finding such organisms, classifying the organisms and Analytic Rubric concluding the differences in biological diversity of the two sites. -Analytic rubric articulates the level of performance for each criterion; SCORING RUBRICS: explicitly breaks down into its consecutive skills and provides Rubric is a scale used to assess students with guidelines for what each student performance along a performance level looks like. task-specific set of criteria. A scoring rubric consists of two components: Holistic Rubric Criteria and Levels of performance. -An Holistic rubric assigns a level of Each rubric has at least two performance by assessing criteria and at least two levels of performance across multiple criteria as performance. a whole. Unlike Analytic Rubric, it does For each criterion, the evaluator not separately list the levels of applying the rubric can performance for each criterion. determine to what degree the student has met the criterion. WHEN TO CHOOSE AN ANALYTIC The illustrated rubric contains a RUBRIC mechanism for assigning a score to each project. -Analytic rubrics are more common because teachers typically want to DESCRIPTORS assess each criterion separately, particularly for assignments that -Descriptors are common, but not involve a larger number of criteria; necessary components of rubrics. analytic rubrics better handles weighting of criteria. WHEN TO CHOOSE A HOLISTIC RUBRIC Holistic rubric tends to be used when a quick or gross judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment, it may be sufficient to apply a holistic judgment to quickly review student work.