The grade 2 rubric has not changed.
One or Several Judgments? Analytic Each criterion dimension, trait is evaluated separately. Gives diagnostic information to teacher. Gives formative feedback to students. Easier to link to instruction than holistic rubrics.
Good for formative assessment; adaptable for summative assessment; if you need an overall score for tdoe writing assessment rubrics, you can combine the scores. Takes more time to score than holistic rubrics.
Takes more time to achieve inter-rater reliability than with holistic rubrics. Holistic All criteria dimensions, traits are evaluated simultaneously. Scoring is faster than with analytic rubrics. Requires less time to achieve inter-rater reliability.
Good for summative assessment. Single overall score does not communicate information about what to do to improve. Not good for formative assessment. General Description of work gives characteristics that apply to a whole family of tasks e.
Can share with students, explicitly linking assessment and instruction. Reuse same rubrics with several tasks or assignments. Supports learning by helping students see "good work" as bigger than one task.
Students can help construct general rubrics. Lower reliability at first than with task-specific rubrics. Requires practice to apply well.
Task-Specific Description of work refers to the specific content of a particular task e. Teachers sometimes say using these makes scoring "easier. Cannot share with students would give away answers. Need to write new rubrics for each task.
For open-ended tasks, good answers not listed in rubrics may be evaluated poorly. From Assessment and Grading in Classrooms p.
Brookhart and Anthony J.
Copyright by Pearson Education. Analytic and holistic rubrics Analytic rubrics describe work on each criterion separately. Holistic rubrics describe the work by applying all the criteria at the same time and enabling an overall judgment about the quality of the work.
The top panel of Figure 1. For most classroom purposes, analytic rubrics are best. Focusing on the criteria one at a time is better for instruction and better for formative assessment because students can see what aspects of their work need what kind of attention.
Focusing on the criteria one at a time is good for any summative assessment grading that will also be used to make decisions about the future—for example, decisions about how to follow up on a unit or decisions about how to teach something next year.
One classroom purpose for which holistic rubrics are better than analytic rubrics is the situation in which students will not see the results of a final summative assessment and you will not really use the information for anything except a grade.
Some high school final examinations fall into this category. Grading with rubrics is faster when there is only one decision to make, rather than a separate decision for each criterion.
On balance, for most classroom purposes I recommend analytic rubrics. Therefore, most of the examples in this book will be analytic rubrics. Before we leave holistic rubrics, however, I want to reemphasize the important point that all the criteria are used in holistic rubrics.Controlling for previous writing ability, the group that used the rubrics for self-assessment wrote better overall, and specifically in the areas of ideas, organization, voice, and word choice.
There were no differences between the groups in the areas of sentences and conventions, presumably areas of much previous drill for all young writers.
The ELA assessment will assess the Tennessee Academic Standards through literary and informational texts requiring students to demonstrate the ability to read closely, analyze text, answer text-dependent questions, provide a written response to a prompt, and demonstrate command of the English language.
Additionally, in grades 3 and 4, fluency, comprehension, and listening skills are measured. For this reason, rubrics help teachers teach, they help coordinate instruction and assessment, and they help students learn. Rubrics help teachers teach To write or select rubrics, teachers need to focus on the criteria by which learning will be assessed.
The writing assessment included two passages. Students in grades wrote one essay, and students in grades wrote two essays. Writing rubrics were used to score each assessment. An easy way to evaluate student writing is to create a rubric. This allows you to help students improve their writing skills by determining what area they need help in.
This allows you to help students improve their writing skills by determining what area they need help in. Constructed-Response Rubric. The 2-point Constructed-Response Rubric was designed with the help of Indiana teachers to score student responses to open-ended reading comprehension questions.
Guidelines to Applying the Rubrics. For clarification regarding the application of the ELA rubrics for scoring, please read Guidelines to Applying the Rubrics.