In this post I intend to let you know what are the seven steps that I carry out when making a rubric of analytical evaluation.
Remember that, when we talk about evaluation rubrics, we must distinguish between holistic rubrics and analytical rubrics.
Holistic rubrics are used to evaluate the totality of a process without going into a separate assessment of the parts that comprise it. It is for this reason that they are easier to elaborate and apply than analytics. On the other hand, the feedback with this type of rubric is less than with the analytical one.
The analytical rubrics, which are what I use as a formative assessment tool, are used when the performance requested of the student requires different criteria. The teacher evaluates the different parts of the performance separately and then adds the score of each one of them to obtain a final grade. Although the evaluation process is slower than the holistic rubric, this type of rubric offers a high degree of feedback with the student.
If you want to know a little more about these two types of rubrics, I refer you to this link.
Well, now that you know a little more about the difference between an analytical rubric and a holistic rubric, it’s time to show you what steps I take for the elaboration of an analytical rubric. So, without further delay, we set sail …
Advantages of evaluation rubrics
Before tackling the steps I follow for the preparation of an analytical rubric, let me know what the advantages of this formative evaluation instrument are for me:
- Describe qualitatively the different levels of achievement of a student
- Let the students know what the evaluation criteria are
- They allow a more objective evaluation
- They more effectively fit the student’s expectations regarding learning outcomes
- They promote the responsibility of the students, since they are involved in the elaboration process
They clearly indicate to the student their strengths and weaknesses.
As you can see, the evaluation becomes more effective if the students understand, participate and share the learning process from the beginning. Moreover, students learn more when they know from the beginning of an activity what criteria will be used to assess their level of performance.
7 Steps for the preparation of an evaluation rubric
The seven steps to design an evaluation rubric are the following:
Determine what type of learning is going to be measured. The evaluation criteria that will describe the achievement achieved and what type of task is appropriate to demonstrate that achievement.
Determine the type of rubric. You have to choose between a holistic rubric (summative evaluation) or an analytical rubric (formative evaluation). In my case I always recommend analytics.
Decide the levels of valuation. It is about deciding the evaluation criteria. For this, it is convenient to write a rubric with three levels, where one extreme is the maximum level that can be reached, another extreme that is the lowest, and another intermediate that represents the average of both. Once these three criteria are established, I recommend expanding to five reference points.
Describe the specific performance levels of the criteria that will be used to carry out the evaluation of the task.
Build a table that contains the aspects to be evaluated, the performance levels and the description of each of these levels. The quality scale is placed in the upper horizontal row, with a graduation that goes from better to worse. In the vertical column the aspects that have been selected for evaluation are placed. In the central cells the indicators that are going to be used to evaluate each one of these aspects are described.
Test the rubric to verify that it is useful to measure the aspects for which it has been designed. It is always positive that the rubric is reviewed by another teacher.
After the student’s performance, the corresponding level must be assigned and the appropriate observations must be made to justify the assigned assessment.
Evaluation rubrics. In conclusion.
As you can see, the process of an analytical rubric is a process that stops, inescapably, through a series of stages that have as objective the regulation of learning by the student, as well as their reflection and feedback of what the teacher wants them to learn.
The rubric is an excellent opportunity to take the evaluation towards a formative evaluation, where the process prevails over the results and where the regulation by the student makes it possible to learn by doing.