Posted: May 28th, 2021

# Rubric Analysis

Rubric Analysis
Using two different sources, respond in writing (APA format) using the prompts below to guide your written analysis.

Part 1:
· Explore the Exemplars website, specifically the Resources tab for Rubrics. Review the Exemplars Math Rubric and Exemplars Reading Rubric.
· Questions to discuss:
o How does the Exemplars criteria for both math and reading rubrics follow a top-down or bottom-up approach? How do you know?
o To what degree are performance level descriptions addressed?
o Do these live up to what Brookhart proposes, that “. . .the most important aspect of the levels is that performance be described, with language that depicts what one would observe in the work rather than the quality conclusions one would draw” (p.26)?
o In your opinion, what are the values placed on using the terminology for mastery (Novice, Apprentice, Practitioner, and Expert)? In other words, how effective do you believe this terminology is and why?

Part 2:
· Explain the position Brookhart argues in Chapter 2 against rubrics that merely summarize the requirements of the task, as opposed to rubrics that describe evidence of learning.
· Explain what Brookhart means when saying; “Rubrics should not confuse the learning outcome to be assessed with the task used to assess it” (p.15).
· What is the relationship between this and what you learned about aligning formative assessments with the learning standards and objectives?

Don't use plagiarized sources. Get Your Custom Essay on
Rubric Analysis
Just from \$13/Page

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com
· Chapter 1: What are Rubrics & why are they Important?
· Chapter 2: Common Misconceptions About Rubrics
· Chapter 3: Writing or Selecting Effective Rubrics

Page 15
Confusing learning outcomes with tasks Rubrics should not confuse the learning outcome to be assessed with the task used to assess it. Rubrics are not assignment directions set into chart format. The biggest mistake teachers make when they use rubrics with performance assessment is that they focus on the task, the product, and not the learning outcome or proficiency the task is supposed to get students to demonstrate. This has been my experience and has been documented by others as well.

Page 26
(for example, Proficient), describe that, and then adjust the remaining descriptions from there— backing off (for example, for Basic and Below Basic) or building up (for example, for Advanced). Another common way is to start with the top category (for example, A), describe that, and then back off (for example, for B , C , D , F ). These methods illustrate two different approaches to assessment. In a standards-based grading context, Advanced is supposed to be described by achievement above and beyond what is expected. In a traditional grading context, often the A is what students are aiming for.

### Expert paper writers are just a few clicks away

Place an order in 3 easy steps. Takes less than 5 mins.

## Calculate the price of your order

You will get a personal manager and a discount.
We'll send you the first draft for approval by at
Total price:
\$0.00