This book offers a practical approach to assessing challenging but necessary performance tasks like creative writing, "real-world" research projects, and cooperative group activities.
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Most Helpful Customer Reviews
18 of 18 people found the following review helpful:
5.0 out of 5 stars
Great Book for Professors Interested in Grading Objectively!,
By
This review is from: Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series) (Paperback)
Although one can never be truly objective, this book is a good step in the right direction. It explains what rubrics are, the theory behind them, and testimonials as to how they can be used. Many science professors use rubrics, but few arts faculty are aware that such cut and dried schemes can be useful to them.
Interestingly, if you are instructing adults (e.g. post-secondary), rubrics not only assist the instructor in grading, but also the student in understanding what your expectations are. If you suffer from grade challenges or suggestions that your syllabi are too vague, this book may be helpful to you. It will help you understand why you should use rubrics, but, more importantly, it will help you work through the phases of creating them for your classes.
1 of 1 people found the following review helpful:
3.0 out of 5 stars
Useful basic info - not so great on example rubrics,
By Christiana Joy (Tampa, Florida, USA) - See all my reviews
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This review is from: Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series) (Paperback)
The authors clearly explain how a rubric differs from a checklist of items for completion by describing how we can use rubrics to evaluate quality, student understanding and other important criteria. My first experience in developing a rubric failed to address the quality issue. My students fully satisfied the criteria in my original rubric but with very different levels of quality. I realized then that I had a lot to learn about writing rubrics. This book can help.
However, I am not impressed with most of the rubrics illustrated in the book because I want to see each score point in a rubric address the same traits with descriptors that show a clear drop from each higher score point to each lower score point. I love Jay McTighe's book on Understanding by Design and got interested in generalized rubrics by reading that book. Generalized rubrics are powerful because they can be used to evaluate numerous different assignments. For instance, I usually want to evaulate my student's level of understanding and their level of product quality. I can reuse rubrics that address such generalized criteria for many of the assignments I create. I'd buy the book for the general info but look elsewhere for great examples of rubrics. For instance, the Ontario Ministry of Education in Canada has wonderful examples of task rubrics and exemplar papers in many subjects that are useful models.
4.0 out of 5 stars
Thought-Provoking!,
By Dr. Joan E. Aitken "author of Interpersonal C... (Kansas City, MO United States) - See all my reviews
This review is from: Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series) (Paperback)
I appreciated the specificity of this book. I found much to think about regarding the principles and applications discussed. I like to think of myself as an expert in assessment, but I believe that my ability to effectively use rubrics to guide student learning and to assess student learning and my teaching have improved because I read this book.
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Inside This Book
(learn more)
First Sentence:
Recently, I (Judith Arter) visited a school that was using a rubric for good quality writing to teach and assess writing (in this case, the Six-Trait Model, which is included in the Resource section). Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
mathematics rubric, results into instruction, rater agreement rates, analytical trait, trait rubrics, sentence fluency, spelling stage, cannot understand most, rubric scores, generic rubrics, holistic rubrics, developing rubrics, new rubric, stylistic decisions, performance list, scoring guide, setting performance standards, scoring rubrics, identified audience Key Phrases - Capitalized Phrases (CAPs): (learn more)
Six-Trait Model, Bottom Line, Washington State, Misconception Alert, Northwest Regional Educational Laboratory New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Recently, I (Judith Arter) visited a school that was using a rubric for good quality writing to teach and assess writing (in this case, the Six-Trait Model, which is included in the Resource section). Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
mathematics rubric, results into instruction, rater agreement rates, analytical trait, trait rubrics, sentence fluency, spelling stage, cannot understand most, rubric scores, generic rubrics, holistic rubrics, developing rubrics, new rubric, stylistic decisions, performance list, scoring guide, setting performance standards, scoring rubrics, identified audience Key Phrases - Capitalized Phrases (CAPs): (learn more)
Six-Trait Model, Bottom Line, Washington State, Misconception Alert, Northwest Regional Educational Laboratory New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 3
books:
1
book
cites this book:
- Understanding By Design by Grant P. Wiggins in Front Matter
- Understanding by Design: Professional Development Workbook by Jay McTighe in Front Matter
- Research on Written Composition by George Hillocks on page 14
- Fair Isn't Always Equal by Rick Wormeli in Back Matter
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