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    GC204Psychological Testing 1 REPORT

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    Sittie Nabila Panandigan
    Rubrics are scoring grids that assess student performance on specific skills or tasks based on descriptive criteria for different performance levels. Well-designed rubrics make the assessment criteria transparent, improve student performance by clarifying expectations, and increase the reliability and validity of assessments. Effective rubrics clearly define the learning outcomes, performance being assessed, scoring levels, and criteria for each performance level to objectively assess student work.

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    GC204Psychological Testing 1 REPORT

    Uploaded by

    Sittie Nabila Panandigan
    67 views6 pages
    Rubrics are scoring grids that assess student performance on specific skills or tasks based on descriptive criteria for different performance levels. Well-designed rubrics make the assessment criteria transparent, improve student performance by clarifying expectations, and increase the reliability and validity of assessments. Effective rubrics clearly define the learning outcomes, performance being assessed, scoring levels, and criteria for each performance level to objectively assess student work.

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    GUIDANCE COUNSELING PSYCHOLOGICAL REPORT

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    Rubrics are scoring grids that assess student performance on specific skills or tasks based on descriptive criteria for different performance levels. Well-designed rubrics make the assessment criteria transparent, improve student performance by clarifying expectations, and increase the reliability and validity of assessments. Effective rubrics clearly define the learning outcomes, performance being assessed, scoring levels, and criteria for each performance level to objectively assess student work.

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    © All Rights Reserved
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    67 views6 pages

    GC204Psychological Testing 1 REPORT

    Uploaded by

    Sittie Nabila Panandigan
    Rubrics are scoring grids that assess student performance on specific skills or tasks based on descriptive criteria for different performance levels. Well-designed rubrics make the assessment criteria transparent, improve student performance by clarifying expectations, and increase the reliability and validity of assessments. Effective rubrics clearly define the learning outcomes, performance being assessed, scoring levels, and criteria for each performance level to objectively assess student work.

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    GC204Psychological Testing 1

    Reporter: Sittie Nabila Naga Panandigan


    Instructor: Dr. Joan Caneda, Ph.D., RPm, RGC
    preparing slides, manipulating apparatus and
    field work study.
    What is a rubric?
    Rubrics are descriptive scoring grids used for assessing and scoring student performance, as shown in
    the example below. The left column lists the different skills, tasks, or characteristics to be assessed, and the top
    row provides scores for the extent to which each performance is achieved. The “inside” of a rubric lists specific,
    descriptive criteria for each performance level of the skill, task, or characteristic.
    Rubric example 1: Written report assessment
    COMM 0001 – Writing Reports
    Objective: The student will write a report on his/her evaluation of a marketing strategy.
    Criteria for success: Each statement must be at a level of Acceptable or better.
    Instructor: ____________________ Date: _________________
    Student name: ________________ Student ID: ____________

    Performance Poor Excellent Acceptable Comments


    Area 1 2 3 4
    Spelling mistakes 3 or more 1 to 2 0
    in the report
    Grammar 4 or more 2 to 3 0 or 1
    mistakes in the
    report
    Punctuation 4 or more 2 to 3 0 or 1
    mistakes in the
    report
    Instruction: Put a check mark in the appropriate box for each row.
    Excellent = Performance is above the expectations stated in the outcomes.
    Acceptable = Performance meets the expectations stated in the outcomes.
    Poor = Performance does not meet the expectations stated in the outcomes.

    Why use a rubric?


    Well-designed rubrics can:
    •assess skills that are difficult to assess in “traditional” ways
    •express what counts and what is valued in a rich descriptive form
    •make the criteria for assessment transparent to learners
    •clarify how quality is defined
    •improve student performance by clarifying expectations, the assessment process, and how one can improve
    •support learner self-reflection practices
    •reduce the time you spend evaluating student performance
    •promote high expectations
    •increase reliability and validity in assessments
    •provide more clarity and objectivity than other tools, such as rating scales

    Characteristics of rubrics
    A well-designed rubric has the characteristics described below.

    1. Learning outcomes supported


    Rubrics should support learning outcomes, and they should have criteria for success based on expected outcomes.
    2. Clearly defined performance to be assessed
    The left column should have clearly-defined, detailed, agreed-upon skill, task, or characteristic statements that are
    organized in a logical or intuitive way. This gives more reliable results.

    3. Clearly defined scoring


    Rubrics should include clear wording with numbers in the top row for scoring.
    As an example:
    1 = poor through to 5 = excellent is better than 1 = lowest through to 5 = highest, or simply 1 through 5

    The range of numbers in the top row for scoring should apply to all rows within a section (such as all ranging from 1 to
    5). The range of numbers should always increase or always decrease. For example, if the last number is the highest in one
    section, the last number should be the highest in the other sections.

    4. Clear descriptive criteria for each performance level

    Rubrics should have specific, clearly-distinguishable descriptive criteria for each “box” in the grid. Objective and
    measurable descriptions are best. For example, Labour estimates are within 10% of the actual amount is better than
    Labour estimates are quite accurate.

    Each box should preferably have only one factor to assess. If you have two factors within a box, you cannot say
    that the performance level was achieved if one criterion was met but not the other. This will make scoring more
    subjective. So, to increase objectivity, if the skill is creating a good first impression in an interview, it is better to keep
    eye contact and handshake characteristics in separate rows.

    5. Short enough to be practical


    Rubrics should highlight only the critical tasks or skills, which will help keep them short enough to be practical.

    6. Space for other information


    Rubrics should include space for other information such as the student’s name, date, course, examiner, overall result and,
    optionally, comments.

    7. Improve over time


    As you use the rubric and analyze your students’ performances, decide whether the rubric needs revising. Give it to other
    instructors, initially and after a revision, to review for clarity and completeness.

    Other considerations for rubrics


    When assigning numbers to each column for marks, consider the following:

    •What should the first number be? If 0, does the student deserve 0 percent? If 1, does the student deserve 20% (assuming
    5 is the top mark), even if he/she has done nothing?
    •What should the second number be? If 2 (assuming 5 is the top mark), does the person really deserve a failing mark
    (40%)? This would mean that the first two columns represent different degrees of failure.
    •Consider variations in the value of each column. Assuming 5 is the top mark, the columns could be valued at 0, 2.5, 3, 4,
    and 5.
    •Consider the weighting for each row. For example, for rating a student’s team skills, should attendance and fair share of
    work be proportionally rated the same? In many instances, some skills or components are much more important than
    others. A multiplier or weight can be put in another column for calculating a total mark in the last column.

    Consider having students create the rubric. This can get them to think deeply about the content.

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