An Alternative Method in the New Educational Program from the Point of Performance-Based Assessment: Rubric Scoring Scales
Year: 2007
Type: article
Abstract: Scoring rubrics are useful to serve performance assessment for learning and assessment because they can be created for a variety of subjects and situations. Rubrics look like more suitable and effective tools for summative and formative evaluation because they include qualitative description of the performance criteria. In recent years, rubrics have been accepted as most popular performance-based assessment tools. It has been recomended that rubrics can be used in the new educational program in Turkey which was revised and re-organized in the scoop of constructualism. It has also been stated at annual meeting of Ministry of Education that rubrics should be preferred for all lectures when implementing an effective performance-based assessment. But it is not an easy procedure to develop an effective rubric. Many of educational scientists have studied rubrics and thier properties. This article examines the guidlines and principles from the educational literature that are related to scoring rubrics. The purpose of this article can be summarized as follows: (1) Describe what is a scoring rubric and the different types of scoring rubrics. (2) To put forward the principles of consistent and successful scoring rubrics. (3) To discuss it's instructional design from the point of view of educational literature. (4) To contribute to rubric developers and educational literature aimed at improving the design of classroom assessment rubrics. At the same time, applications, considerations, and suggestion are given with clear examples and templates. Key Words Scoring Rubric, Analytic Rubric, Holistic Rubric. Scoring rubrics are useful to serve performance assessment for learning and assessment because they can be created for a variety of subjects and situations that can show effort, knowledge, skill, and work habits on performans tasks. They contain qualitative the description of performance criteria that works well with in the process of formative and summative evaluation. In recent years, many educational researchers have identified scoring rubrics by designing, defining, examplying, and discussing thier properties and instructional design (e.g., Airasian, 1991, 2000, 2001; Mc Daniel,1994; Popham, 1997; Goodrich, Moore, & Gronlund, 1998; Brookhart, 1999; Goodrich, 2000; Moskal, 2000, 2003; Mertler, 2001; Nitko, 2001; Simon & Giroux, 2001; Tierney & Simon, 2004; Fisher, 2005). This article examines the guidlines and principles in educational literature that are related to scoring rubrics. The purpose of this article can be summarized as follows: Describe what a scoring rubric is and different types of scoring rubrics. To put forward the principles of consistent and successful scoring rubrics. To discuss the instructional design of the rubrics from the point of view of educational literature. To contribute to rubric developers and educational literature aimed at improving the design of classroom assessment rubrics. As a most popular tool of performance assessment, scoring rubrics have been defined by many researchers from the 1990's to 2005. A scoring rubric is defined as a results of researchers, especially Gronland. A scoring rubric is a scoring guideline that describes the characteristics of different levels of performance using scoring or judging a performance through the performance of a task. A scoring rubric has typically three parts; (1) performance criteria, (2) performance level, and (3) performance definition accros scale level. A scoring rubric is usually qualitative and descriptive. It requires using criteria that best describe actual student products. Scoring rubric scales are usually organized as a table that consists of vertical and horizontal axis. Vertical axis contains performance criteria that describe the characteristics of product or performance. Horizontal axis contains headings indicating the increasing levels of perormance towards competency mastery. …
Author: Adnan Kan
Institution: Mersin Üniversitesi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W278492709