In a rating scale, the descriptive word is more important than the related number. This is a "No, but …". What are the qualities that distinguish an excellent response from other levels? To continue the light switch analogy, a rating scale is like a dimmer switch that provides for a range of performance levels.
What do other responses along the performance quality continuum look like? This is similar to a light switch; the light is either on or off.
Students can benefit from using rubrics as they become more competent at judging the quality of their work and examining their own progress.
These descriptions focus on the quality of the product or performance and not the quantity; e.
They offer systematic ways of collecting data about specific behaviours, knowledge and skills. What does an excellent performance look like? Rating scales also give students information for setting goals and improving performance.
Teaching students to use descriptive words, such as always, usually, sometimes and never helps them pinpoint specific strengths and needs. Provide guidance to students to use and create their own checklists, rating scales and rubrics for self-assessment purposes and as guidelines for goal setting.
Use brainstorming and discussion to help students analyze what each level looks like. Leave space to record anecdotal notes or comments. The more precise and descriptive the words for each scale point, the more reliable the tool. Rubrics use a set of specific criteria to evaluate student performance.
Level 4 is the Standard of excellence level. Effective rating scales use descriptors with clearly understood measures, such as frequency. This is a "Yes!
Scales that rely on subjective descriptors of quality, such as fair, good or excellent, are less effective because the single adjective does not contain enough information on what criteria are indicated at each of these points on the scale.
This process facilitates a deeper understanding of the intended outcomes and the associated assessment criteria.
Use work samples to help students practise and analyze specific criteria for developing a critical elements list. Rubrics are commonly used to evaluate student performance with the intention of including the result in a grade for reporting purposes. Involve students in the assessment process by having them participate in the creation of a rubric.
The teacher needs to make decisions about appropriate intervention to help the student improve. Learning outcomes are clarified when students assist in describing the criteria used to evaluate performance.
For example, what are the descriptors that demonstrate levels of performance in problem solving? This level indicates what is not adequate for grade level expectations and indicates that the student has serious errors, omissions or misconceptions.
Level 1 Does not yet meet acceptable standard. Although rubrics are often used as assessment of learning tools, they can also be used as assessment for learning tools. Ensure that checklists, rating scales and rubrics are dated to track progress over time.
Use generic templates that become familiar to students and to which various descriptors can be added quickly, depending on the outcome s being assessed. Rubrics should be constructed with input from students whenever possible.Read this essay on Reliability Engineering.
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