Relevance describes the strength of connection between content from a source and the purpose of the writing. These sources are relevant to the topic of the essay. Churchill, R. Teaching: Making a difference. Brisbane, Australia: John Wiley.
Types of Rubrics: Holistic and Analytic
Authority describes the reliability and validity of sources used to inform the writing. This source is a textbook. It would probably be better to use the actual studies mentioned as sources, rather than textbook. Weinberg, R. Intelligence and IQ: Landmark issues and great debates. American Psychologist , 44 , The source is relevant and still has authority but a more current source would be better if available. Information refers to meaningful relationships between bits of data in the writing. Data refers to facts and statistics. This information is relevant to nature and nurture.
Evidence is the data, information or experience used to justify that a claim is true or valid. We acknowledge the Australian Aboriginal and Torres Strait Islander peoples as the first inhabitants of the nation and acknowledge Traditional Owners of the lands where our staff and students, live, learn and work. Search this Guide Search. Purpose Toggle Dropdown 1.
Chapter 1. What Are Rubrics and Why Are They Important?
Topic 1. Thesis 1. Context 1. Audience 1. Genre 2. Content Toggle Dropdown 2. Conceptual Knowledge 2.
Sources 2. Relevance 2. Authority 3. Analysis Toggle Dropdown 3. Logic 3. Evidence 3. Specificity 3. Creativity 3. Criticality 3. Reflexivity 3. Evaluation 4.
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Structure Toggle Dropdown 4. Section 4. Paragraph 4. Sequence 4. Cohesive Ties 5. Style Toggle Dropdown 5. Clarity 5. Tenor 5. Mood 5. Mode 5. Narrative Form 5. Tense 5. Vocabulary 5.
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Academic Vocabulary 5. Technical Vocabulary 5. Inclusive Language 5. Literary Devices 5. Referencing 5. Citations 5. Reference List 5. Quotations 5. Application 5. Formatting 5.
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Font 5. Spacing 5. What are you trying to assess with THIS assignment? Sometimes: yes! Choose three to seven criteria that satisfy the objectives. More than seven criteria can be overwhelming for students and teachers alike. Criteria need to be measurable: there needs to be evidence of whether or not students have achieved them. Sometimes one criterion will satisfy a Common Core standard, and sometimes there will be several criteria on a rubric that all satisfy the same standard.
Criteria vary greatly on the subject matter and scope of the assignment, but here is a short list of ideas to help. Most often an analytic rubric is in a grid or table format. The criteria are listed along one side and the performance ratings along the adjacent side. Different students will perform at varying levels, so it is important to have a range of possibilities for grading, and not simply yes or no, or good or bad.
The performance ratings can be either numerical, descriptive, or both. A rubric might divide quality of performance into three parts: 3 - Excellent, 2 - Satisfactory, and 1 - Needs Work. Each criterion needs to be described for each of these performance ratings.
The interior of the rubric matches the criteria with the performance ratings for the different shades of merit. Holistic rubrics are slightly different from a rubric that is set up as an extended grid.
What is the purpose of rubrics?
A holistic rubric describes the attributes of each grade or level. This type of rubric gives an overall score, taking the entire piece into account, which is particularly useful for essay questions on paper and pencil tests. Most student work will likely fit into more than one category for different criteria.
The scorer must choose the grade that best fits the student performance. A holistic rubric scores more quickly than an analytic, and often judges the overall understanding of content or quality of performance. They do not give as detailed feedback on what aspect of the work needs to be improved, so these types of rubrics are less useful for assignments with many components.
Math problems for high stakes testing will often use a holistic rubric.
Performance levels can be numerical, descriptive, or both. Numerical performance levels lend themselves to easy scoring, just add up the numbers, or let Quick Rubric do it for you! Sometimes, numerical grades do not matter as much, as in a self assessment. Descriptive ratings may be more informative for students to see how well they are performing, and not necessarily what final numerical grade they are receiving.
Three to five performance levels is usually best, but use what works for your assignment. More levels might make it difficult to parse out differences between each. Fewer ratings might not account for enough variance in the quality of the assignments; different quality of work may receive the same rating because there are not enough categories to separate them out.