yes/no questions or multiple-choice questions. In case of (semi-) open questions, a marking scheme offers possible answers or elements that have to be found in the answers. Especially in of more holistic assessment tasks, it is not always possible to develop a simple marking scheme. For example, if pupils are supposed to write an essay (on a certain topic, for a certain audience), you cannot define beforehand one set of unambiguous instructions for judging the product. Nevertheless, you can describe in a more general way what you expect regarding e.g. content, structure, grammar etcetera. For the evaluation and judgement of such products, can be of great help. A rubric defines (academic) ‘rubrics’ expectations for pupils on a specific task and helps to ensure consistency in the evaluation from pupil to pupil, assignment to assignment and course to course. At the end of this paragraph, some examples of rubrics are included. Example 1: Analytic rubric - Physics. Task: testing a given physical hypothesis (for example: Aim: to test the relationship between force and acceleration; hypothesis: the more mass applied the faster a cart will accelerate) Aspects for 5 points 4 points 3 points 2 points 1 point judgement Plan for The plan is The plan is The plan is just The plan is The plan is Investigation thorough. lacking a few acceptable. missing incomplete and details. details. limited. Use of Manages all Uses the Use of the Mishandles Does not use Materials materials materials materials is just some of the materials responsibly. responsibly most acceptable. materials. properly. of the time. Collection of Thorough Most of the data Some of the Major portions The data Data collection, are available and data are of the data are collection according to collected available; missing; consists of a few standards for according to research research points; research research standards for standards are standards are standards are not research. not fully met. only partially met. met. Analysis of Excellent Good analysis; Satisfactory Sufficient Poor analysis, Data analysis; standards of analysis; analysis, but standards of standards of subject and standards of significant subject and subject and of statistics are subject and are missing; statistics are statistics are mainly met. statistics are standards of hardly met and met in a met, but can be subject and need professional way improved. statistics are improvement. sufficiently met but deserve improvement
yes/no questions or multiple-choice questions. In case of (semi-) open questions, a marking scheme offers possible answers or elements that have to be found in the answers. Especially in of more holistic assessment tasks, it is not always possible to develop a simple marking scheme. For example, if pupils are supposed to write an essay (on a certain topic, for a certain audience), you cannot define beforehand one set of unambiguous instructions for judging the product. Nevertheless, you can describe in a more general way what you expect regarding e.g. content, structure, grammar etcetera. For the evaluation and judgement of such products, ‘rubrics’ can be of great help. A rubric defines (academic) expectations for pupils on a specific task and helps to ensure consistency in the evaluation from pupil to pupil, assignment to assignment and course to course. At the end of this paragraph, some examples of rubrics are included. Example 1: Analytic rubric - Physics. Task: testing a given physical hypothesis (for example: Aim: to test the relationship between force and acceleration; hypothesis: the more mass applied the faster a cart will accelerate) Aspects for judgement 5 points 4 points 3 points 2 points 1 point Plan for Investigation The plan is thorough. The plan is lacking a few details. The plan is just acceptable. The plan is missing details. The plan is incomplete and limited. Use of Materials Manages all materials responsibly. Uses the materials responsibly most of the time. Use of the materials is just acceptable. Mishandles some of the materials. Does not use materials properly. Collection of Data Thorough collection, according to standards for research Most of the data are available and collected according to standards for research. Some of the data are available; research standards are not fully met. Major portions of the data are missing; research standards are only partially met. The data collection consists of a few points; research standards are not met. Analysis of Data Excellent analysis; standards of subject and of statistics are met in a professional way Good analysis; standards of subject and statistics are mainly met. Satisfactory analysis; standards of subject and statistics are met, but can be improved. Sufficient analysis, but significant are missing; standards of subject and statistics are sufficiently met but deserve improvement Poor analysis, standards of subject and statistics are hardly met and need improvement.
2017-05-D-29-en-2.docx