Each criterion Gives diagnostic Takes more time (dimension, trait) information to to score than is evaluated teacher. holistic rubrics. separately. Gives formative Takes more time feedback to to achieve students. reliability Easier to link to than with holistic instruction than rubrics. holistic rubrics. Good for formative assessment; adaptable for summative assessment; if you need an overall score for grading, you can combine the scores. All criteria Scoring is faster Single overall (dimensions, than with score does not traits) are analytic rubrics. communicate evaluated Requires less information simultaneously. time to achieve about what to do to improve. reliability. Not good for Good for formative summative assessment. assessment. Description of Performance: General or Task-Specific? Description of Can with Lower reliability work gives students, at first than with characteristics that explicitly linking task-specific apply to a whole assessment and rubrics. family of tasks instruction. Requires (e.g., writing, Reuse same practice to apply problem solving). rubrics with well. several tasks or assignments. Supports learning by helping students see "good work" as bigger than one task.
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 reliability than with holistic rubrics. All criteria (dimensions, traits) are evaluated simultaneously. Scoring is faster than with analytic rubrics. Requires less time to achieve reliability. Good for summative assessment. Single overall score does not communicate information about what to do to improve. Not good for formative assessment. Description of Performance: General or Task-Specific? Description of work gives characteristics that apply to a whole family of tasks (e.g., writing, problem solving). Can 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. Lower reliability at first than with task-specific rubrics. Requires practice to apply well.
rubrics_by_brookhart.docx