Here you will find the most current version of the ACTFL Proficiency Guidelines for Speaking, Writing, Listening, and Reading made interactive through the inclusion of glossed terms and multimedia exemplars.
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 grading, 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.
True holistic rubrics are still rubrics; that is, they are based on criteria for good work and on observation of how the work meets those criteria. General and task-specific rubrics General rubrics use criteria and descriptions of performance that generalize across hence the name general rubricsor can be used with, different tasks.
The tasks all have to be instances of the same learning outcome—for example, writing or mathematics problem solving. The criteria point to aspects of the learning outcome and not to features of any one specific task for example, criteria list characteristics of good problem solving and not features of the solution to a specific problem.Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade feelthefish.com foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines.
With over , users downloading 3 million documents per month, the WBDG is the only web-based portal providing government and industry practitioners with one-stop access to current information on a wide range of building-related guidance, criteria and technology from a 'whole buildings' perspective.
Types of Rubrics Type of Assessment different levels of quality Simple Rating Scale provide gener guidance as to Records the level of student work performance standards Descriptive sentences for each of the No .
English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Writing Print this page. The K standards on the following pages define what students should understand and be able to do by the end of each grade.
What is writing style? Many people struggle to answer this question, because the answer can be vague. By evaluating several main types of writing and examples of each, we will try to answer this.
Search using a saved search preference or by selecting one or more content areas and grade levels to view standards, related Eligible Content, assessments, and materials and resources.