Successful collaboration Evidence of integration of multiple sources of factual information Figure 5 presents an adaptation of a well-known analytic scale for evaluating ESL writing performance. Describing this rubric, Tedick writes:
In contrast, number of sources is considered along with historical accuracy and the other criteria in the use of a holistic rubric to arrive at a more global or holistic impression of the portfolio-based writing assessment rubrics work.
When to choose an analytic rubric Analytic rubrics are more common because teachers typically want to assess each criterion separately, particularly for assignments that involve a larger number of criteria.
It becomes more and more difficult to assign a level of performance in a holistic rubric as the number of criteria increases.
For example, what level would you assign a student on the holistic research rubric above if the student included 12 sources, had lots of inaccuracies, did not make it clear from which source information came, and whose bibliography contained most relevant information? As student performance increasingly varies across criteria it becomes more difficult to assign an appropriate holistic category to the performance.
Additionally, an analytic rubric better handles weighting of criteria. How would you treat "historical accuracy" as more important a criterion in the holistic rubric?
It is not easy. But the analytic rubric handles it well by using a simple multiplier for each criterion. When to choose a holistic rubric So, when might you use a holistic rubric? Holistic rubrics tend 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 e.
But holistic rubrics can also be employed for more substantial assignments. On some tasks it is not easy to evaluate performance on one criterion independently of performance on a different criterion. For example, many writing rubrics see example are holistic because it is not always easy to disentangle clarity from organization or content from presentation.
So, some educators believe a holistic or global assessment of student performance better captures student ability on certain tasks.
Alternatively, if two criteria are nearly inseparable, the combination of the two can be treated as a single criterion in an analytic rubric.
There is no specific number of levels a rubric should or should not possess. It will vary depending on the task and your needs. A rubric can have as few as two levels of performance e.
Some do not consider a checklist a rubric because it only has two levels -- a criterion was met or it wasn't. But because a checklist does contain criteria and at least two levels of performance, I include it under the category of rubrics. Also, it is not true that there must be an even number or an odd number of levels.
Again, that will depend on the situation. To further consider how many levels of performance should be included in a rubric, I will separately address analytic and holistic rubrics.
Analytic rubrics Generally, it is better to start with a smaller number of levels of performance for a criterion and then expand if necessary.
Making distinctions in student performance across two or three broad categories is difficult enough. As the number of levels increases, and those judgments become finer and finer, the likelihood of error increases.
For example, in an oral presentation rubric, amount of eye contact might be an important criterion. Performance on that criterion could be judged along three levels of performance: Or, at the least, it is a place to start.
Upon applying the three levels of performance, you might discover that you can effectively group your students' performance in these three categories. Furthermore, you might discover that the labels of never, sometimes and always sufficiently communicates to your students the degree to which they can improve on making eye contact.
On the other hand, after applying the rubric you might discover that you cannot effectively discriminate among student performance with just three levels of performance. Perhaps, in your view, many students fall in between never and sometimes, or between sometimes and always, and neither label accurately captures their performance.
So, at this point, you may decide to expand the number of levels of performance to include never, rarely, sometimes, usually and always.indicate that portfolio-based writing assessment has a positive effect on language learning and writing ability.
It also shows that it helps students’ self-assessment and almost all students are satisfied with this method of assessment. Creative writing portfolio assessment rubric Rubistar Choose a topic and coursework for sale a new rubric based on a template.
For a printable copy of this rubricplease click monstermanfilm.com · "The process-writing portfolio is an instructional tool that manifests the stages and efforts in the writing process. It also contains completed, unfinished, abandoned, or successful work. It also contains completed, unfinished, abandoned, or successful monstermanfilm.com://monstermanfilm.com Writing Portfolio-Based Assessment.
In , the English/Writing program at Eastern Oregon University instituted a portfolio-based holistic assessment for Writing Rationale.
Holistic assessment in Writing has the following benefits: More consistent assessment of students’ work. find an attractive alternative approach to writing assessment, many composition researchers began to experiment with portfolio-based approaches, and, in the late s and early s, portfolio pedagogy began to emerge as a personal, multiple-use tool for both teachers and.
The rubric is made up of writing set portfolio rubrics that rubric writing to creative thinking across disciplines. They don't necessarily have creative redo their work, although that's one way to give them such creative monstermanfilm.com