My Reflections for Module 7 in a matrix.

  Rating Scales Checklists Rubrics
How may each be described/   defined? Rating scales are like checklists. However, scales are   also added. Instead of simply checking the list of what was done and was not   done, scales like always, sometimes, seldom    and never are also provided to indicate the degree of achievement. Checklist is a list of did’s and did not’s for a task. Rubric   is a systematic grading guideline to follow in   assessment (Jackson   and Larkin, 2002)

Rubrics   are like rating scales. However, instead of using terms like always, seldom   and never, each gradation of criterion is described using clear and specific   adjectives that can be easily understood and observed by students.

What are their key features/ distinguishing   characteristics? “quality   is measured by rating scales” (Richardson,   2003) Checklists are appropriate when the teacher is looking   for the presence of specific elements in the product or performance.

All elements are generally weighted the same(Richardson, 2003)

 

multiple   attributes are addressed with a rubric”   (Richardson,   2003)

Scores   are awarded based on predetermined criteria set forth in the rubric. (Jackson and Larkin,   2002)

 

What are important considerations in the construction of   a good design? It must be short and specific. Assessor must clearly   explain the difference among the scales, e.g. the difference between seldom   and sometimes. When creating numeric rating scales, numbers must be backed up   by adjectives. It must be short and specific. It   has two main parts:

1. criteria and 2. quality        of performance or product(Richardson,        2003)

Avoid negative or        derogatory  and/ or unclear/ vague terms

How and when are they useful?

 

They are useful for activities that are rated overtime. They are useful for basic tasks done by younger students   like those in grade one. Younger students are more likely to understand   checklists because they are simple and short. “A   rubric is probably a good   choice if there are multiple aspects of the product or   process to be considered”(Richardson,   2003)

“Appropriate   for those tasks and activities that integrate   content from more than one content areas”(Richardson, 2003)

 

What are their limitations? The various gradations may become questionable because   rating scales do not state a specific justification why the teacher gave   students a particular rate e.g. it is hard to defend why an assessor gave a   student a seldom grade when the student believes he/ she should receive an   always grade. Checklists   indicate only presence of an attribute .Various   gradations in quality are not recognized(Richardson, 2003)

 

Provide limited information about how to improve   performance.

 

Do not indicate relative quality of performance (CARLA)

 

They may provide students with information on what is   expected from them but rubrics do not teach students how to improve their   work.

 

References:

Center for Advanced Research on Language Acquisition retrieved from http://www.carla.umn.edu/assessment/vac/Evaluation/p_3.html

Richardson, Ed. 2003. Scoring Performance Assessments: Checklists, Rating Scales and Rubrics retrieved from: http://www.alabamapepe.com/profdevmodule/scoring/scoring.pdf

 

Jackson and Larkin, 2002. RUBRIC: Teaching Students to Use Grading Rubrics”, Teaching Exceptional Children, Vol. 35, No. 1, 2002, pp.40-45. Retrieved from http://www.casenex.com/casenex/cecReadings/rubricTeaching.pdf

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