Analytic, Holistic, and Annotated Holistic Rubrics
In the Key Terms below, there are numerous definitions of rubrics which include analytic, holistic, and annotated holistic rubrics. Read those definitions and then discuss the following:
- What do you feel are the advantages and disadvantages of each type of rubric?
- How might you use this type rubric in your own classroom?
Criterion-Referenced and Norm-Referenced Test Sores
Watch the following video: Norm Referencing and Criterion Referencing. Retrieved fromhttps://www.youtube.com/watch?v=kNpPOfwwkQE
Discuss the following:
1) Describe the difference in how to interpret criterion-referenced and norm-referenced test scores.
2) Are there any cautions you may need to consider in interpreting scores from these two different tests?
Key Terms
Rubric: A detailed description of the features of work that constitute quality (Chappius, Stiggins, Chappius, & Arter, 2012).
Rubric: A scoring guide presented to students at the outset of instruction (Popham, 2008).
Rubric: A criterion-based scoring guide consisting of a fixed measurement scale (4 points, 6 points, or whatever is appropriate) and descriptions of the characteristics for each score point (Wiggins & McTighe, 2005).
Analytic Rubric: A rule that you use to rate or score the separate parts or traits (dimensions) of a student’s product or process first, then sum these parts to obtain a total score (Nitko & Brookhart, 2011).
Analytic Scoring: The assignment of scores to individual components of a performance or product (e.g., Evaluate a writing sample by using separate scores for organization, style, mechanics, etc.) (Waugh & Gronlund, 2013).
Analytic Scoring: An essay scoring method in which separate scores are given for specific aspects of the essay (e.g., organization, factual accuracy, and spelling) ( Russell & Airasian, 2012).
Analytic Rubric: Provides scores for various skills or parts of the product or process, then combines the scores to obtain an overall total (ALSDE, 2003).
Holistic Rubric: Rubric that requires a teacher to rate or score a student’s product or process as a whole without first scoring parts or components separately (Nitko & Brookhart, 2011).
Holistic Rubric: The assignment of a score based on an overall impression of a performance or product rather than a consideration of individual elements. The overall judgment is typically guided by descriptions of various levels of performance or scoring rubric (Waugh & Gronlund, 2013).
Holistic Scoring: An essay scoring method in which a single score is given to represent the overall quality of the essay across all dimensions ( Russell & Airasian, 2012).
Holistic Rubric: Is most often used with writing and other creative or artistic endeavors. It focuses on the product or process as a whole rather than breaking it into separate categories (parts) and assessing each skill or criterion independently. A holistic rubric is a descriptive rating scale in which one score is awarded, with multiple indicators identified at each score level (ALSDE, 2003).
Annotated Holistic Rubric: Rules you use to conduct holistic rating of a student’s product or process, then rate or describe a few characteristics that are strengths and weaknesses to support your holistic rating (Nitko & Brookhart, 2011).
Annotated Holistic Rubric: A hybrid that starts out as a holistic rating but with comments added by the scorer to show examples that support the ratings. In other words, you might use the holistic rubric for a writing sample shown above, but after assigning the score you would briefly point out one or two strengths and one or two weaknesses that helped you decide on that score. Comments should relate only to the basis for your decision (Alabama State Department of Education, 2003).
Selection-Type Items: Items for which the answers are provided and the examinee simply selects the correct response from a given number of options. Examples of selection-type items are true/false items, matching items, and multiple-choice items (Russell & Airasian, 2012).
Supply-Type Items: Items for which the examinee must produce or supply the answer, often called constructed-response items. Examples of supply-type items are short-answer, completion, essay (restricted response and extended response), and performance assessments (Russell & Airasian, 2012).
Working (Process) Portfolio: A portfolio that contains samples of student work that is expected to evolve and demonstrate student progress ((Miller, Linn, & Gronlund, 2013).
