Rubric
From Wikipedia, the free encyclopedia
This article is about rubrics in academic sense. For other uses, see Rubric (disambiguation).
In education terminology, scoring rubric means "a standard of performance for a defined population".[1] The traditional meanings of the word rubric stem from "a heading on a document (often written in red — from Latin, rubrica), or a direction for conducting church services".[2] As shown in the 1977 introduction to the International Classification of Diseases-9,[3] the term has long been used as medical labels for diseases and procedures. The bridge from medicine to education occurred through the construction of "Standardized Developmental Ratings." These were first defined for writing assessment in the mid-1970s[4] and used to train raters for New York State's Regents Exam in Writing by the late 1970s.[5] That exam required raters to use multidimensional standardized developmental ratings to determine a holistic score. The term "rubrics" was applied to such ratings by Grubb, 1981[6] in a book advocating holistic scoring rather than developmental rubrics. Developmental rubrics return to the original intent of standardized developmental ratings, which was to support student self-reflection and self-assessment as well as communication between an assessor and those being assessed. In this new sense, a scoring rubric is a set of criteria and standards typically linked to learning objectives. It is used to assess or communicate about product, performance, or process tasks.
A scoring rubric is an attempt to communicate expectations of quality around a task. In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A scoring rubric can also provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate and fair assessment, fostering understanding, and indicating a way to proceed with subsequent learning/teaching. This integration of performance and feedback is called ongoing assessment or formative assessment.
Several common features of scoring rubrics can be distinguished, according to Bernie Dodge and Nancy Pickett:[citation needed]
From Wikipedia, the free encyclopedia
This article is about rubrics in academic sense. For other uses, see Rubric (disambiguation).
In education terminology, scoring rubric means "a standard of performance for a defined population".[1] The traditional meanings of the word rubric stem from "a heading on a document (often written in red — from Latin, rubrica), or a direction for conducting church services".[2] As shown in the 1977 introduction to the International Classification of Diseases-9,[3] the term has long been used as medical labels for diseases and procedures. The bridge from medicine to education occurred through the construction of "Standardized Developmental Ratings." These were first defined for writing assessment in the mid-1970s[4] and used to train raters for New York State's Regents Exam in Writing by the late 1970s.[5] That exam required raters to use multidimensional standardized developmental ratings to determine a holistic score. The term "rubrics" was applied to such ratings by Grubb, 1981[6] in a book advocating holistic scoring rather than developmental rubrics. Developmental rubrics return to the original intent of standardized developmental ratings, which was to support student self-reflection and self-assessment as well as communication between an assessor and those being assessed. In this new sense, a scoring rubric is a set of criteria and standards typically linked to learning objectives. It is used to assess or communicate about product, performance, or process tasks.
A scoring rubric is an attempt to communicate expectations of quality around a task. In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A scoring rubric can also provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate and fair assessment, fostering understanding, and indicating a way to proceed with subsequent learning/teaching. This integration of performance and feedback is called ongoing assessment or formative assessment.
Several common features of scoring rubrics can be distinguished, according to Bernie Dodge and Nancy Pickett:[citation needed]
- focus on measuring a stated objective (performance, behavior, or quality)
- use a range to rate performance
- contain specific performance characteristics arranged in levels indicating either the developmental sophistication of the strategy used or the degree to which a standard has been met.