Relationship of rubrics and portfolio assessment

How are scoring rubrics related to portfolio assessment? -

relationship of rubrics and portfolio assessment

Scoring related portfolio assessment for rubics is based on human judgement. Scoring rubrics is a way to assess portfolios in order to increase the reliability of scores based on Relationship of scoring rubrics and portfolio assessment. Portfolios are a kind of authentic assessment and because authentic Scoring rubrics have a relation to portfolio assessment because they are both evaluating . Portfolio Assessment Rubric. Directions: Rate each category on a scale of 3 ( excellent) to 1 (unsatisfactory). Multiply your rating by the weight of that category to.

Similar to its use for individual student assessment, a rubric can be useful for compiling data about actual student performance on desired program outcomes. The information gained by faculty can them be used to gauge the success of their program in accomplishing its educational mission and to identify areas of the curriculum that should be enhanced or modified.

Organizing Strategies Once the decision is made to use a portfolio for assessment, consideration must be given to how the portfolio is to be prepared and organized. There are two main types of storage options, analog and digital.

Examples of each include: The following examples illustrate some portfolio organization strategies: A portfolio developed for a position application should be organized around categories identified in the position announcement, such as education, skills, job experience, capabilities, and work samples. A portfolio developed for a course could be organized around learning task requirements, such as tests, papers, presentations, problem sets, etc.

Artifact documentation, or how the work or products created will be labeled or documented within the portfolio, can take two forms: Examples of each are shown below: Digital portfolios can consist of storage media and folders.

Considerations in Using Portfolios for Assessment There are several questions that should be asked when the use of a portfolio for learning assessment is being planned. These can be summarized as follows: What specific learning outcomes will be assessed? Will all the student works be included, or only a selection of their work? If just a selection of their work, by what criteria will the selections be made?

What type s of work will be included? What will be the role s of the student in the portfolio process? What will be the role s of the faculty member s in the portfolio process? How will the portfolios be stored and organized? Who will compile and maintain the portfolios?

How to Use Rubric for Assessing Portfolios

Is privacy an issue? If so, how will this be managed? How often will the portfolios be reviewed? What specific criteria will be used for portfolio evaluation? Will a rubric be developed? Will the criteria or rubric be used for all the works in the portfolio, or for a selection of works? How will points or a grade be assigned to the criteria used?

relationship of rubrics and portfolio assessment

Scoring is faster than with analytic rubrics. Requires less time to achieve inter-rater reliability. Good for summative assessment. Single overall score does not communicate information about what to do to improve. Not good for formative assessment. General Description of work gives characteristics that apply to a whole family of tasks e. Can share with students, explicitly linking assessment and instruction. Reuse same rubrics with several tasks or assignments. Supports learning by helping students see "good work" as bigger than one task.

Students can help construct general rubrics. Lower reliability at first than with task-specific rubrics. Requires practice to apply well. Task-Specific Description of work refers to the specific content of a particular task e. Teachers sometimes say using these makes scoring "easier. Cannot share with students would give away answers. Need to write new rubrics for each task. For open-ended tasks, good answers not listed in rubrics may be evaluated poorly. From Assessment and Grading in Classrooms p.

Brookhart and Anthony J. Copyright by Pearson Education.

relationship of rubrics and portfolio assessment

Analytic and holistic rubrics Analytic rubrics describe work on each criterion separately. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall judgment about the quality of the work. The top panel of Figure 1. For most classroom purposes, analytic rubrics are best. Focusing on the criteria one at a time is better for instruction and better for formative assessment because students can see what aspects of their work need what kind of attention.

Focusing on the criteria one at a time is good for any summative assessment grading that will also be used to make decisions about the future—for example, decisions about how to follow up on a unit or decisions about how to teach something next year.

One classroom purpose for which holistic rubrics are better than analytic rubrics is the situation in which students will not see the results of a final summative assessment and you will not really use the information for anything except a grade. Some high school final examinations fall into this category.

How to Use Rubric for Assessing Portfolios | Synonym

Grading with rubrics is faster when there is only one decision to make, rather than a separate decision for each criterion. On balance, for most classroom purposes I recommend analytic rubrics. Therefore, most of the examples in this book will be analytic rubrics. Before we leave holistic rubrics, however, I want to reemphasize the important point that all the criteria are used in holistic rubrics. You consider them together, but you don't boil down the evaluation to the old "excellent-good-fair-poor" kind of thinking along one general "judgment" dimension.

True holistic rubrics are still rubrics; that is, they are based on criteria for good work and on observation of how the work meets those criteria. General and task-specific rubrics General rubrics use criteria and descriptions of performance that generalize across hence the name general rubricsor can be used with, different tasks. The tasks all have to be instances of the same learning outcome—for example, writing or mathematics problem solving. The criteria point to aspects of the learning outcome and not to features of any one specific task for example, criteria list characteristics of good problem solving and not features of the solution to a specific problem.

The descriptions of performance are general, so students learn general qualities and not isolated, task-specific features for example, the description might say all relevant information was used to solve the problem, not that the numbers of knives, forks, spoons, and guests were used to solve the problem. Task-specific rubrics are pretty well described by their name: They are rubrics that are specific to the performance task with which they are used. Task-specific rubrics contain the answers to a problem, or explain the reasoning students are supposed to use, or list facts and concepts students are supposed to mention.

The bottom panel of Figure 1. Why use general rubrics? General rubrics have several advantages over task-specific rubrics. General rubrics Can be shared with students at the beginning of an assignment, to help them plan and monitor their own work. Can be used with many different tasks, focusing the students on the knowledge and skills they are developing over time.

Describe student performance in terms that allow for many different paths to success. Focus the teacher on developing students' learning of skills instead of task completion. Do not need to be rewritten for every assignment. Let's look more closely at the first two advantages.

Can be shared with students at the beginning of an assignment. General rubrics do not "give away answers" to questions. They do not contain any information that the students are supposed to be developing themselves. Instead, they contain descriptions like "Explanation of reasoning is clear and supported with appropriate details. They clarify for students how to approach the assignment for example, in solving the problem posed, I should make sure to explicitly focus on why I made the choices I did and be able to explain that.

Therefore, over time general rubrics help students build up a concept of what it means to perform a skill well for example, effective problem solving requires clear reasoning that I can explain and support. Can be used with many different tasks.

Because general rubrics focus students on the knowledge and skills they are learning rather than the particular task they are completing, they offer the best method I know for preventing the problem of "empty rubrics" that will be described in Chapter 2.

Good general rubrics will, by definition, not be task directions in disguise, or counts of surface features, or evaluative rating scales. Because general rubrics focus students on the knowledge and skills they are supposed to be acquiring, they can and should be used with any task that belongs to the whole domain of learning for those learning outcomes.

Of course, you never have an opportunity to give students all of the potential tasks in a domain—you can't ask them to write every possible essay about characterization, solve every possible problem involving slope, design experiments involving every possible chemical solvent, or describe every political takeover that was the result of a power vacuum.

What Are Rubrics and Why Are They Important?

These sets of tasks all indicate important knowledge and skills, however, and they develop over time and with practice. Essay writing, problem solving, experimental design, and the analysis of political systems are each important skills in their respective disciplines. If the rubrics are the same each time a student does the same kind of work, the student will learn general qualities of good essay writing, problem solving, and so on. If the rubrics are different each time the student does the same kind of work, the student will not have an opportunity to see past the specific essay or problem.

The general approach encourages students to think about building up general knowledge and skills rather than thinking about school learning in terms of getting individual assignments done.

Why use task-specific rubrics? Task-specific rubrics function as "scoring directions" for the person who is grading the work. Because they detail the elements to look for in a student's answer to a particular task, scoring students' responses with task-specific rubrics is lower-inference work than scoring students' responses with general rubrics.

For this reason, it is faster to train raters to reach acceptable levels of scoring reliability using task-specific rubrics for large-scale assessment. Similarly, it is easier for teachers to apply task-specific rubrics consistently with a minimum of practice. General rubrics take longer to learn to apply well.