Field Study 5

Episode 4On Scoring Rubrics

My TargetIn this Episode, I must be able to examine

different types of scoring rubrics used by my Resource Teachers and relate them to assessment of student learning

1. Review “Scoring Rubrics” in Assessment of Learning 2, 2007, by Santos, R.pp.34-74

2. Interview at least 2 Resource Teachers on their use of scoring rubrics in assessing learning

My Map

4. If there are no scoring rubrics available, I will research on samples of scoring rubrics, for student papers, cooperative learning activities, group projects, performances, and the

like

3. Request my Resource Teachers for a copy (for to photocopy) of the scoring rubrics that the school uses for

group projects, students papers, cooperative learning activities

6. I will reflect on all information gathered

5. I will analyze information gathered from my interview and research

My Tools

Interview of my Resource Teachers

I will ask the following questions:

1.Where do you use the scoring rubrics? (student’s outputs or products and students activities)

2.What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use?

3. What difficulties have you met in the use of scoring rubrics?

4. Do you make use of holistic and analytic rubrics? How do they differ?

5. Which is easier to use- analytic or holistic?

6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct- analytic or holistic?

ResearchI will research the following:

o Types of rubrics

o When to use rubrics

o How to construct rubrics

o Advantages and disadvantages of scoring rubrics

My Analysis1.What benefits have scoring rubrics brought to the teaching –

learning process?

2.How are scoring rubrics related to portfolio assessment?

3.To get the most from scoring rubrics, what should be observable in

the making and the use of scoring rubrics?

My ReflectionsReflect on this: Scoring Rubrics: Boon or

Bane?

My PortfolioCome up with one scoring rubric for a

student product (e.g. paragraph or theme written) and

another for a student activity such as a cooperative

learning activity)