Scoring Rubrics

Scoring Rubrics Consistency in scoring depends on a shared sense of content requirements, dimensions around which to group student work, and standards of performance. The various guidebooks specify such requirements and standards, helping set the stage for more consistent judgments when actual scoring takes place. The scoring takes place upon submission of student work. The assessment components are evaluated holistically as Basic, Proficient, or Advanced, based on examination of the overall quality of the portfolio relative to how well the work demonstrates mastery of the program’s Model Curriculum Standards. Basic means the performance (report in our case) is unsatisfactory and does not meet requirements. Proficient means the report is very good, meeting requirements and demonstrating important skills and abilities. Advanced means the report is outstanding, going beyond what is required and demonstrating important skills and abilities. The holistic rating as Basic, Proficient, or Advanced is based on broad evaluation dimensions that cut across the required student work. For the scoring rubrics evaluating student’s verbal and written reports, four such dimensions have been identified: content, analysis, and communication. These dimensions, as follows, represent the critical features by which students demonstrate competence and mastery of standards in their career-technical area. • Content: breadth, depth, and application of knowledge and skills related to the career-technical Model Curriculum Standards. • Analysis: Ability to apply analytical skills to the gathering of information and evaluation of own work. • Communication: Effective use of communication skills. Two rubric, or set of scoring guidelines, have been developed based on these three dimensions. The rubrics facilitate evaluation and help ensure consistency of overall ratings by defining specific features of the dimensions that distinguish performance levels. The rubrics, shown below, distinguish among Basic, Proficient, and Advanced levels of performance for the four evaluation dimensions. Scoring Rubric for the Verbal Report Assessment Basic Proficient Advanced Length of Presentation (ability to cover main topics while not exceeding the set length of the report) The student is not able to present the ideas in the set time-frame The student presents main ideas and supporting thesis for report analysis in the given time-frame The student presents main ideas and supporting thesis as well as analyzes the applications for the given report Content Presentation (Knowledge of major ideas and concepts) Shows gaps in knowledge; misunderstands major Ideas and concepts Shows knowledge of major ideas and concepts, covers the content of important ideas Shows clear understanding of major idea and concepts; explains how ideas and concepts relate to each other Ability to communicate the idea (Attention to audience; using own ideas, organization and clarity) Shows little or no awareness of the audience; presentation is not original; copies the ideas of others; ideas are presented in the disorganized way Effectively presents self and ideas to outside reviewer; ideas are not difficult to understand Self and ideas "come alive" to outside reviewer; presentation is almost free of language errors and is easy t understand Scoring Rubric for the Written report Assessment Basic Proficient Advanced Length of Report (ability to cover main topics while not exceeding the set length of the report) The report only covers general ideas, either too long or too short The report covers main and supporting ideas, it doesn’t exceed the set number of words The report covers main, supporting, and additional ideas, while the length of the report doesn’t’ exceed the set number of words Inclusion of all required components (Ability to include all major and supporting ideas in the report) The report demonstrates minimal knowledge or skill; gives incomplete or sketchy evaluation The report demonstrates a variety or skill; gives accurate evaluation of own work The report demonstrates superior skills; shows understanding and insight in evaluating own work Ability to present the report in written form (Accuracy, neatness, and completeness; language mechanics, sentence structure, vocabulary) Work lacks accuracy and completeness; appearance interferes with communication of ideas; Writing contains errors in language use that make ideas difficult to understand Writing is clear and organized; work is accurate, neat, and complete; Writing contains few language errors; Writing is original and may be creative; writing is clear and well organized throughout the report; work is accurate and complete References Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Practical assessment, research & evaluation, 7(25). Available at: http://www.learner.org/channel/workshops/tfl/resources/s7_rubrics.pdf, March 12 2006.