1. Answer Keys, Checklists, Rating Scales & Rubrics
Ready for my big close-up: Yes____ No____ (check one)

2. How did it come to this? Feedback Active Construction of Understanding
Cognitive Processes =>
Self Monitoring Learners
Feedback

3. Scoring Guides Answer Keys Checklists √
Rating Scales ____|____|____|____|____
Rubrics
Fail meh Awesome

4. Checklists
“A checklist is a simple listing of criteria or dimensions, … simply check whether or not each criterion was met or each dimension demonstrated.”
The behaviors should be concrete and observable.
The behaviors are either present or absent.
Checklists may be scored (yes / no, +1 / -1, etc.)
• McMillan, J. (2014). Classroom assessment: Principles and practice for effective standards-based
instruction. (6th ed.). Boston: Pearson.
• Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman.

5. Building a checklist:
Identify your target (e.g., effective paragraph construction);
Construct a list of observable component behaviors;
Arrange the components in a logical order;
Devise a simple (e.g., present / absent) marking system.
Item Present Absent
Outline of paragraph ____ ____
Topic Sentence ____ ____
Paragraph single topic ____ ____
Content in logical order ____ ____
Conclusion supported ____ ____

6. Rating Scales
“Rating scales are used when characteristics or dimensions of performance or product can be identified and exist to a greater or lesser degree.”
Include only those behaviors that you will teach;
Limit each item to a single dimension of the performance or product;
Include only pivotal elements;
Avoid judgmental terms (?)
Gredler, M. (1999). Classroom Assessment and Learning. New York: Longman.
Chase, C. (1999). Contemporary Assessment for Educators. New York: Longman.

7. Rating scales for essays of literary criticism
Gives reasons and specific evidence to support the argument
Exceptional Adequate Limited huh?
Achievement Achievement Achievement
Identifies and discusses alternatives points of view
Exceptional Adequate Limited huh?
Achievement Achievement Achievement

8. Rubrics
A rubric is simply “a hierarchy of standards used to score students’ work.*”
Rubrics generally have levels of achievement.
Rubrics can be holistic or analytic, general or specific.
Holistic: describes the qualities of the performance as a whole. One score stands for a constellation of descriptors.
Analytic: assigns separate scores to the task’s essential traits.
General: one rubric applies to various instances of the phenomenon.
Specific: the rubric applies to one specific task
*Bush & Leinwand. (2000). “Mathematics Assessment:…” Reston, VA. NCTM.
McGatha & Darcy. (2010). “Rubrics at Play.” Teaching Mathematics in the Middle School. v. 15 n.6

9. This one is Holistic
& Specific
Rubrics

10. This one is Analytic
& General
Rubrics

11. How about this one? Look familiar?
Rubrics