Rubric Case Study

836 Words2 Pages
bulb-icon

Recommended: Importance of rubrics

Description of Performance: General or Task-Specific.
Each of these type rubrics can also be calorizes as “General” or “Specific.” Use a general rubric when: You want to assess reasoning, skills and products and all students are not doing exactly the same task. Use a specific rubric when: You want to assess knowledge. When consistency of scoring is extremely important.
What are the Qualities of a “Good” Rubric?

Neither rubric is better than the other. All have a place in authentic assessment (Custer, 1996), correspond as closely as possible to real world experience going beyond the typical pencil and paper activity (Montgomery, 2002),, and calling for greater accountability and transparency, especially in the assessment of student learning (Diller & Phelps, 2008).
In the Fundamentals of Rubrics (Bargainnier, …show more content…

The original Taxonomy, Bloom developed six categories which included Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation and translated into more than 22 languages (Krathwohl, p. 213, 2002). Costa (1985) reduced the six categories to three levles: Level One—the basement or Introduction of knowledge; Level Two, the ground floor, Practice knowledge learned: and Level Three-the penthouse, Demonstrates mastery of knowledge learned.
Blooms Taxonomy. In using Blooms taxonomy there are questions and key words that can be used in developing the categories for measurement. They made the revision (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000) and moved Synthesis to the first step of Creating. The second step became Evaluation.
The new terms are defined as:
Remembering (Describe…): Retrieving, recognizing, and recalling relevant knowledge from long-term

Show More
Related

  • A Comparison of TASA Model and Danielson´s Framework for Teaching

    616 Words  | 2 Pages

    When I did my first comparison of the two models I mention that one of the major fundamental differences has to do with the assessments of the teachers. In D...

    Read More

  • Essay On Importance Of Financial Literacy

    1394 Words  | 3 Pages

    Redmund has synthesised a brief comprehensive definition to include all the the above in such a way:

    Read More

  • Nt1310 Unit 4 Assignment

    402 Words  | 1 Pages

    During my undergraduate time, I would work as a supplemental instruction (SI) leader for calculus 1 and calculus 2. Now, I am working at Laredo community college as an SI Coordinator for a grant. I was learning about the concepts of SI where I learn about Revision of Bloom’s Taxonomy. “The RBT consisted of two dimensions namely the Cognitive and Knowledge dimensions” which goes from lower to higher thinking (). The six categories that have a sign in learning for students remember, understand, apply, analyses, evaluate, and create. These same categories are what we use to conduct SI sessions, but we might use three of them which we go from lower to higher thinking. As an example, my session for calculus three would start from remembering of

    Read More

  • Why Was Codification Needed?

    1008 Words  | 3 Pages

    How is the codification structured? Include as discussion of the topic, subtopics, sections and subsections in your answer.

    Read More

  • Case Study: Situational Action Theory (SAT)

    1223 Words  | 3 Pages

    Situational Action Theory (SAT) was developed by Wikström and Treiber (2009) as a means to determine why people commit immoral acts. The SAT model is a theory based out of criminology and suggests that people will be more likely to make moral decisions based on the “active fields” in which they live, operate, and are given opportunity to take action (Wikström, Ceccato, Hardie, & Treiber, 2010, p. 55). Wikström and Treiber (2009) postulates that all crime and violent crime are moral actions which are influenced by four key areas; the person, the setting, the situation and action taken as a result of their moral decision thus “all acts of violence can be explained within the general framework of a theory of moral action” (p. 76). SAT takes a generalized approach to explaining why people do or do not break moral rules, including both

    Read More

  • Carroll's Two-Factor Theory Paper

    798 Words  | 2 Pages

    Crystalized is referred to as acquired skills and knowledge (Cohen, 2012). Fluid intelligence is in reference to memory (Cohen, 2012). Luria's information processing approach is a theory that there are two basic processing styles, simultaneous and successive (Cohen, 2012). Simultaneous is when the thought as happening all at once, where as successive is when the thought is gathered over several thoughts in a series (Cohen, 2012). The Carroll's three-stratum theory is a belief that intelligence is layered with general intelligence of top and thoughts and processing below, similar to the stratum in geology (Cohen, 2012). The Cattell-Horn and Carroll's CHC model is a blended model of the Cattell-Horn model of crystalized and fluid intelligence and the Carroll model of

    Read More

  • Ethical And Legal Issues In Special Education

    1481 Words  | 3 Pages

    (2007). For example, Criterion-Referenced Tests are the most common testing utilized by teachers in determining if their students have learned the content material being taught. This form of testing does not necessarily assist students with special needs because it does not determine true comprehension. However, there are alternative assessment approaches that can greatly benefit students with special needs.

    Read More

  • Learning Case Study

    1243 Words  | 3 Pages

    There are a number of theories that influence the learning practices of children and young people. According to Cognitive theory of Piaget, children in their learning, go through different sequences and stages, are active learners. They use their prior experience and first hand experiences for learning, imitating and transforming their learning into symbolic behavior.

    Read More

  • KUB Exam: A Case Study

    229 Words  | 1 Pages

    During a KUB exam a patient was not willing to take their clothing off so the tech could do the exam. They explained to the patient that it is needed so there isn’t any foreign objects in the anatomy of interest that could possibly cover any problem areas within the area being x-rayed. While they also explained that they needed to have the anatomy of interest clear of anything, so that we could send a clear image to the Radiologist in order for them to correctly diagnose the patient. Even after explaining why we need them to take their clothing off for the exam you would tell them that it is their choice in the end, we cannot force them to do something they don’t want to do. If the patient still refuses to take their clothing off for the exams,

    Read More

  • Hayakawa Ch. 10

    529 Words  | 2 Pages

    o     The terms of the classification tell us what the individuals in that class have in common.

    Read More

  • Formative Math Reflection

    704 Words  | 2 Pages

    Both work samples were given as a formative assessment on the same day. I placed students in various groups according to their abilities and provided a different instruction on coins. This shows my ability to use “multiple and appropriate types of assessment” for

    Read More

  • Classroom Assessments

    2426 Words  | 5 Pages

    In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...

    Read More

  • Reflection Of The Syllabus

    1736 Words  | 4 Pages

    Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a

    Read More

  • Importance Of Assessment In Education

    1267 Words  | 3 Pages

    It is my goal to make assessment and grading a positive element to my classroom for both my students and me. I want to give many opportunities for my students to do well and achieve mastery as well as become the best student they can be. Students should not just be measured by the end result. Learning is a process and I believe that it is in this process that true learning occurs. Aside from being graded on the basic facts, students need to be measured on how well they apply their knowledge. Assessment will be a huge part of my classroom; however, I will hold more importance for a student’s performance and progress rather than a factual test. Down the road, these students will need the skills learned during their early years. A multiple choice question isn’t what is going to help them in the long run

    Read More

  • Assessment Reflection

    969 Words  | 2 Pages

    I use assessments to assist me to identify and to develop their learning process. Assessment is not about the final grade, but the learning experience. I would rather have my students know how to look up information and apply knowledge than to memorize it and forget it ten minutes after the test. Learning is a life-long adventure and I want my students to know how to adjust and cope during their adventure. I want my students to have the skills for researching and finding the answer. It is not always that answer which demonstrates learning; it is in the process in which you find the answer that demonstrates learning.

    Read More

More about Rubric Case Study

Open Document