Anonymous (XXXX) Rubric scoring and item writing.pdf

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3 Rating Scale Consists ofa set ofcharacteristics or qualities to be judged and some type ofscale for indicating the degree to which each attribute is present. Example-Speeeb Rating Seale Directions: Mark an X anywhere along the horizontal line to indicate student's speech performance Content & organization: Opening remarks Inappropriate: Distract from speech topic Commonplace. No particular contribution to the speech Arouse interest. Direct attention to speech topic Deliv~ry: Gestures Movements are monotonous or distracting Generally effective. Some distracting mannerisms Natural, expressive movements which emphasize speech Other examples ofrating scales- To what extent does student participate in group discussions? Never, seldom, occasionally, frequently, always In opinion surveys you see rating scales: Strongly Disagree, Disagree, Unsure, Agree, Strongly Agree Types & Sources ofMeasurement Erron & Biases in Performance Assessment Sources oferror associated with raters-arise when raters don't use uniform standards--they can be eliminated by using some kind ofranking procedure & thrOlJgh training Halo effect: a rater's general impressions ofa person influence the ratings--ex: rank student high on math computation skills because he is neat, handsome, good handwriting, etc.-traits unrelated to math computation Generosity error: raters who continually favor the desirable end ofthe continuum Severity error: tendency for rater to be overly harsh Central tendency error: Favors the middle positions--rates everyone about average BIAS: tendency to rate high or low because offactors other than trait(s) being rated. Bias is usually subconscious & hard to prove-ex: higher grade for typed than handwritten To improve rater behavior: • Training session • Avoid using raters who are overly critical or solicitous Other sources oferror in rating scales • Ambiguity oftrait-what is "aggressive" • Ambiguity ofscale-what is "good" Need to have operational defmitions to make rating/scoring as objective as possible
Performance Assessment Advantages & Disadvantages ofperformance assessments (measurement & instructionaJ) Advantages Disadvantages Classroom • Traditional tests encourage • Time consuming to craft Assessment mastery ofthe wrong things • Not appropriate for • Form oftest is harmful to assessment ofa1lleaming learning targets • Useful for improving instruction • Consistent with modem learning theory ~easurementlssues • Validity-simulates real • Subjective element in world activity scoring decreases reliability ofscores • Subject to bias & corruption • Validity ofscores can be lowered by (see below) • PA can assess a number oflearning targets (traditional.is limited to one)-involve using a variety of knowledge and skills, but they should be well planned. • PA use doesn't insure that mastery oflearning targets will be met • The use ofboth PA and traditional multiple choice (mc) tests improves the validity ofassessment • Pa is referred to as authentic because it is supposed to provide a simulation ofa real-life situation-there is a continuum ofleast authentic to most authentic. Think about activities and where they fall in the spectrum ofthis continuum. PA involves making an application ofskills an knowledge; it is more consistent with modem learning theory than traditional assess methods (mc tests, for example) • PA involves making an application ofknowledge/skills rather than just recognizing .the right answer. • PA is not the most appropriate assessment method for assessing all types oflearning targets. • Me and other objective methods ofassessment provide an· indirect way ofassessing whether mastery ofa learning target has been met. • Validity can be lowered in PA by the following - Students work together-8uzie's project doesn't reflect Suzie's knowledge and skills-primary use ofgroup projects is to assess social skills(working with others, etc) - The teacher is biased downward certain presentation fonnats, topics, etc. • PA projects require more teacher supervision and management than conventional assessment methods • Appropriate portfolio use does not involve saving ALL work-the work put into the portfolio should be selected for a purpose--usually "best work" or "growth" • One benefit ofportfolio use is that it involves selfevaluation, "growth and best work" and students learn how to present their best ("best work") • PA not necessarily better for assessing logical thinking skills/problem solving • PA are more time consuming to craft and to score(for teachers) & are more time consuming for the student to do. 'PA scores are generally less reliable than mc scores-in terms ofstudents performance & teachers scoring (2 teachers won't necessarily agree)
Page 1 and 2: When Designing and Developing a Per
Page 3 and 4: General Benefits General Limitation
Page 5: 2 Example ofRubric for Math problem
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Page 13 and 14: 33. Arranqe the options in some log
Page 15 and 16: 11. Make gross judgments of the rel
Page 17 and 18: -2- Lissitz 11. World War II was fo
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Page 21 and 22: DIRECI'IONS: Match each of the poet
Page 23: DIRECI'IONS: In each of the columns

Anonymous (XXXX) Rubric scoring and item writing.pdf

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