Checklists and rating scales can assess your students’ performances. A checklist usually provides for yes-no clarifications:
A rating scale is a kind of continuum, usually ranging from zero to three, four, five, six, or seven:
Regardless of whether you elect to use a checklist or a rating scale, the points that you award should be based on (1) performance objectives and (2) observable indicators.
Poor Checklist Objective: Students will know about the uniqueness of fingerprints. Yes = 1; No = 0
Since this objective does not provide for the observation of student behavior, you would probably have difficulty in accurately assessing your pupils’ knowledge.
Good Checklist Objective: Presented with a blotter containing the index fingerprints of two classmates, students will list two differences between the two (Analysis). Satisfactory = 1; Unsatisfactory = 0
Since this objective clearly specifies the desired performance, you are easily able to make an accurate assessment of your students’ performance.
Poor Rating Scale Objective : Students will know the exports of given South American countries.
This objective does not specify how you are to determine the extent to which your students “know” (a very nebulous term) the exports of South American countries. Moreover, the entire rating scale is open to a multiplicity of interpretations.
Good Rating Scale Objective: As an Internet assignment, students will each research a South American Country and list at least seven of that country’s imports, with a Web site source (Application).
Since this objective specifies the exact number of points to be awarded for correct list items, you will have no difficulty in accurately assessing your students’ performances.
Analytic Scoring
Analytic scoring is much more detailed than holistic scoring, lessening the opportunities for scoring biases. Remember, clearly defined performance expectations (objectives) are conducive to detailed and clearly defined rubrics. As the examples in this chapter demonstrate, analytic scoring is better suited to more precise assessment of student performances in the classroom. The following noneducational example parallels the type of rubric that you could use for a classroom performance.
Ms. Garcia and her son, Hector, agreed that Hector should assume responsibility for the family’s dog. Ms. Garcia constructed the following weekly chart that includes wages that she chose arbitrarily, as if Hector were being paid. The two thought that Hector could use a couple of the scored weekly charts as references for future pet care jobs.
Table 1.2 represents the total amount Hector could potentially earn in a week. Table 1.3 shows the total amount Hector earned for the week of February 8-14, 2019.
Although Hector’s first week’s performance was satisfactory, he and his mother feel that he can do better. He may later use his scored assessment, along with an improved future performance, as a process-oriented reference.
Performance-based assessments certainly have drawbacks and limitations: They often lack the reliability and validity found in paper-and-pencil tests, they are time consuming, they often involve groups as opposed to individuals, and they lack the generalizability of traditional tests. Still, performance-based assessment is a necessary component of any assessment program because it is the only method of discerning hands-on abilities.
There is a direct relationship between the importance that you place on a performance and the complexity of your students’ performances: The more important the performance, the greater the number of its components. Hence, the importance of the performance determines the point value of the rubric. For example, major performances, such as the English-Language Arts example and the social studies example in the upcoming pages, require multiple-component rubrics; whereas less complex performances, such as the mathematics example on page 188, require fewer dimensions. The following examples also demonstrate how to implement performance-based assessment within the major content areas.
Table 1.1 Sample Grades and Categories for a Holistic Rubric
|
Rubric Score
|
Grade
|
Category
|
|
7
|
A+
|
Excellent
|
|
6
|
A
|
Excellent
|
|
5
|
B+
|
Good
|
|
4
|
B
|
Good
|
|
3
|
C+
|
Fair
|
|
2
|
C
|
Fair
|
|
1
|
D
|
Needs Improvement
|
Table 1.2 The Total Amount Hector Could Earn in a Week
| |
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Saturday
|
Sunday
|
| |
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
|
Feed
Water
15-20 min. walk
10-14 min. walk
5-9 min. walk
Groom
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.10
$0.15
|
|
Total possible per day
Total possible per week
|
|
$3.30
$23.10
|
|
$3.30
|
|
$3.30
|
|
$3.30
|
|
$3.30
|
|
$3.30
|
|
$3.30
|
Table 1.3 The Amount Hector Actually Earned in One Week (February 8-14, 2019)
| |
Monday
|
Tuesday
|
Wednesday
|
Thursday
|
Friday
|
Saturday
|
Sunday
|
| |
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
AM
|
PM
|
|
Feed
Water
15-20 min. walk
10-14 min. walk
5-9 min. walk
Groom
|
$0.30
$0.30
$0.50
$0.15
|
$0.30
$0.30
$0.30
$0.15
|
$0.30
$0.30
$0.30
$0.15
|
$0.30
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.15
|
$0.30
$0.30
$0.50
$0.15
|
$0.30
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.15
|
$0.30
$0.30
$0.30
$0.15
|
$0.30
$0.30
$0.30
$0.15
|
$0.30
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.30
$0.15
|
$0.30
$0.30
$0.10
$0.15
|
$0.30
$0.30
$0.50
$0.15
|
|
Total possible per day
Total possible per day
|
|
$3.30
$2.30
|
|
$3.30
$1.90
|
|
$3.30
$2.50
|
|
$3.30
$2.10
|
|
$3.30
$2.10
|
|
$3.30
$2.10
|
|
$3.30
$2.10
|
|
Total possible per week
Total earned for week of February 8-14, 2019
|
|
$23.10
$15.40
|
|
|
|
|
|
|
|
|
|
|
|
|
Mathematics
Student performance with manipulatives is readily observed and easily assessed. With this understanding, you can assess your student’s ability to solve problems through the use of colored blocks.
OBJECTIVE: On a table with an assortment of chips and five, separate 3”x5” index cards with either the number 2, 3, 5, 7, or 9 on each, the student will place the corresponding number of chips on each index card.
This individual and performance-based activity provides for observation of the student’s process and assessment of her product. Also, it is conducive to the construction of the following suggested rubric.
| |
Maximum Points
|
Points Earned
|
|
Correct number of chips per cards
|
15 (3 pts. per card)
|
|
|
Plus or minus one chip per card
|
10 (2 pts. per card)
|
|
|
Plus or minus two chips per card
|
5 (1 pt. per card)
|
|
|
Completion within three minutes
|
5
|
|
|
Completion within four minutes
|
3
|
|
|
Completion within five minutes
|
1
|
|
| |
20 Possible Points
|
|
This rubric provides for varying degrees of proficiency within prescribed temporal boundaries. However, it is your decision as to whether to include time standards, as suggested in the rubric. In either case, he suggested temporal points do not factor that heavily into the total rubric.
Science
Following discussions on stress and balance, you may determine to provide your student with the opportunity to demonstrate some of what he has learned through creative activities that also permit the assessment of his fine motor skills.
| |
Maximum Points
|
Points Earned
|
|
Use of all cards
|
40 (2 pts each)
|
|
|
Four-sided structure
|
12 (3 pts each)
|
|
|
Complete roof
|
12
|
|
|
Partial roof
|
6 pt-11 pt
|
|
|
Stands for 30 seconds
|
20
|
|
|
Stands for 20-29 seconds
|
15
|
|
|
Stands for 10-19 seconds
|
10
|
|
|
Stands for 1-9 seconds
|
5
|
|
|
Stands for less than.9 seconds
|
1
|
|
|
Completed within 20 minutes
|
20
|
|
|
Completed between 21-29 minutes
|
15
|
|
|
Completed between 30-39 minutes
|
10
|
|
|
Completed between 40-49 minutes
|
5
|
|
|
Completed between 50-59 minutes
|
1
|
|
| |
104 possible points
|
|
OBJECTIVE: Presented with 20 playing cards, the student will use each to build a 4-sided structure, with a roof, that will stand in-tact for at least 30 seconds.
This process-to-product observable objective defines what is expected of the student. Additionally, its clarity makes for an easily constructed rubric, as reflected in the suggested example.
This suggested rubric allows for criterion-based (number correct) assessment. However, it is your decision as whether to factor temporal standards into the assessment. With many of your inclusionary students, however, you may decide to give them as much time as they need.
Social Studies
During a unit on community service, you could decide to give your student the opportunity to apply what she has learned in a creative way.
OBJECTIVE: As an extended assignment, the student will construct a written plan for cleaning up an area of her choice, including in her plan: Two separate tasks performed by another individual; three pieces of equipment and their respective functions; a disposal site, and how the refuse would be transported to this site.
Although this is an extended performance, some of the student’s work could be done in class, which would make for an observable process. For the most part, however, much of your assessment would probably target the product.
| |
Maximum Points
|
Points Earned
|
|
Suitability of selected area
|
6
|
|
|
Significance of each task performed by the other individual
|
8 (4 pts. each)
|
|
|
Inclusion of each piece of equipment
|
6 (2 pts. each)
|
|
|
Function of each piece of equipment
|
9 (3 pts. each)
|
|
|
Suitability of disposal site
|
5
|
|
|
Suitability of transportation
|
5
|
|
|
Organization, clarity, and continuity
|
4
|
|
|
Grammar, spelling, capitalization, and punctuation
|
3
|
|
| |
46 Possible Points
|
|
The suggested rubric is detailed in its allotment of assessment categories. Moreover, such detail provides for greater objectivity in your total assessment of the performance.
English-Language Arts
In efforts to add another dimension to your student’s literary understanding, you may decide to provide her with the opportunity to portray Salamanca’s (Creech, 1994) journey to her mother’s grave on a U.S. map.
|
Criteria
|
Maximum Points
|
Points Earned
|
|
Inclusion of each state
|
10 (1 pt. each)
|
|
|
Journey drawn in sequence
|
20 (2 pts. for each state in sequence)
|
|
|
Illustrations in each state
|
20 (2 pts. for each inclusion)
|
|
|
Significance of each illustrated event
|
20 (2 pts. per each event)
|
|
|
Attractiveness of each illustration
|
20 (2 pts. per each illustration)
|
|
|
Overall attractiveness ( color, creativity)
|
10
|
|
| |
100 Possible Points
|
|
OBJECTIVE: Presented with a blank map of the U.S., crayons, pen, pencil, and multiple markers, the student will draw, in sequence, Salamanca’s (Creech, 1994) journey to her mother’s grave, which includes the states of Kentucky, Ohio, Indiana, Illinois, Wisconsin, Minnesota, South Dakota, Wyoming, Montana, and Idaho, creating an illustration in each state to represent a significant event that took place there.
This extended individual assignment is clear and definite in its specification of student requirements, while simultaneously providing for student creativity, along with the provision for a defined rubric.
The suggested rubric provides for assessment of each of the components of the extended performance, along with the limited but subjective assessment of the product’s overall attractiveness.
Daily Living Skills
Understanding that we sometimes find ourselves in situations that demand a plan of action, you may wish to provide your student with a hypothetical situation that necessitates such a plan.
OBJECTIVE: The student will write a plan of action for solving the following problem (may be administered orally).
Enroute to visit an out-of-town relative, your bus stops at a depot to allow passengers to exit. You also exit, but only to learn that you are in the wrong town. The bus has now left, and you do not have your ticket or your assistance device (information card). Explain which person you would go to for help, and list five pieces of information you would give that person.
This task could probably be assessed as a restricted performance, regardless of whether the student expresses himself orally or in writing. In either case, you should determine the point value of the rubric. The following is a suggested example.
| |
Maximum Points
|
Points Earned
|
|
Person sought for immediate assistance (e.g. bus company employee)
|
10
|
|
|
Information #1
(e.g. home phone number, including area code)
|
5
|
|
|
Information #2
(e.g. home address)
|
5
|
|
|
Information #3
(e.g. departure site)
|
5
|
|
|
Information #4
(e.g. destination site)
|
5
|
|
|
Information #5
(e.g. contact person at destination site)
|
5
|
|
| |
35 Possible Points
|
|
The primary person who should be sought for assistance, along with the five pieces of information, are teacher decisions, as is the rubric value of each. Again, the example a suggestion.
Employability Training Skills
Understanding that sorting, in its various forms, is a component of many vocations, you may wish to assess your student’s proficiency, as well as her efficiency, in sorting similar objects.
OBJECTIVE: When presented with a 25-item assortment of five, 6” flat head screws, round head bolts, hexagon bolts, flat head screws, and Phillips screws, the student will sort them into categories according to head type.
This performance-based assessment is definite in its student requirements. Even though it has no time standards, you may wish to include them in your rubric. The following rubric is a suggestion.
| |
Maximum Points
|
Points Earned
|
|
Correctly sorting 25 flat head bolts
|
5
|
|
|
Correctly sorting 20-24 flat head bolts
|
3
|
|
|
Correctly sorting 15-19 flat head bolts
|
1
|
|
|
Correctly sorting 25 round head bolts
|
5
|
|
|
Correctly sorting 20-24 round head bolts
|
3
|
|
|
Correctly sorting 15-19 round head bolts
|
1
|
|
|
Correctly sorting 25 flat head screws
|
5
|
|
|
Correctly sorting 20-24 flat head screws
|
3
|
|
|
Correctly sorting 15-19 flat head screws
|
1
|
|
|
Correctly sorting 25 Phillips screws
|
5
|
|
|
Correctly sorting 20-24 Phillips screws
|
3
|
|
|
Correctly sorting 15-19 Phillips screws
|
1
|
|
|
Task completed in 5 minutes or less
|
5
|
|
|
Task completed in 5:31-6 minutes
|
4
|
|
|
Task completed in 6:01-6:30 minutes
|
3
|
|
|
Task completed in 6:30-7 minutes
|
2
|
|
|
Task completed in 7:01-7:30 minutes
|
1
|
|
| |
30 Possible Points
|
|
Leaving little room for subjective judgment, the objectivity of this suggested rubric is made possible by the specificity of the preceding objective. Nevertheless, adherence to the time components of the rubric rests with your professional judgment.
