RUBRICS

A rubric is a scoring tool that teachers use to assess student learning after a lesson. Using a set of criteria and standards (directly tied to the stated learning objectives), educators can assess each student's performance on a wide variety of work, ranging from written essays to class projects. Rubrics offer the teacher an opportunity to evaluate the student's understanding of a scientific topic by levels of performance on certain criteria. A rubric can evaluate the depth, breadth, creativity and conceptual framework of an essay, presentation, skit, poster, project, lab report, portfolio, etc. A rubric may be applied to numerous tasks in the classroom. Rubrics are scoring criteria that are:
y y y y

summative- provide information about a student's knowledge formative- provide information about a student's strengths and weaknesses evaluative- provide ways to create instruction that better fits each student's needs educative- provide students with an understanding of how they learn science

In the classroom, they can make assessment more meaningful, clarify expectations, and yield better feedback. Specifically rubrics are matrixes that define what is expected in a learning situation. For the students, a rubric clarifies the often mysterious grade at the end of a unit, project, paper or presentation by giving insight and direction about what is important about the science activity. There are two predominant types of rubrics; holistic and analytical. Holistical rubrics allow providers a holistic score to make judgments about performance (product or process) as a whole, regardless of its component parts. While analytic rubrics demanding the giver score or teacher to assess the separate components or individual tasks related to the performance in question. Mertler (2001) says that "holistic rubrics is more appropriate when performance tasks require students to make a specific response and there is no absolute correct answer. Analytic Rubrics are usually preferred when the required type of response is somewhat focused "(Arends, 2008: 244). Similarly Mertler, Gissele O. Martin-Kniep (2000: 34-35) also promoted to that rubric has 2 types, namely: holistic and analytic rubric. Holistic rubric is a rubric that uses a single score in evaluating products, processes, and

appearance. Holistic rubric consists of several criteria but still refers to a single clause or paragraph. While the analytic rubric to assess a product, process, and the appearance of the attribute or dimension that is separate and has a descriptor for each dimension. But in the book Educational Assessment of Students, Nitko (1996: 266) suggests that rubric there are 3 types, namely: 1) a holistic rubric, the rubric that assesses the overall process without any division of the components separately, 2) analytic rubric, the rubric that assess separately the process and the end result is to combine the assessment of each component, and 3) Holistic with records, namely to support holistic assessment rubric because in it is accompanied by a note of the strengths and limitations of process of being assessed. Of all the opinions that have been delivered on almost all said that the rubric consists of two types, holistic and analytic. Each type has a pressure point is somewhat different, more holistic approach is used to assess the capability / process as a whole without any division of the components separately. Meanwhile, more analytic rubric used to assess the capability / process more specifically. EXAMPLE RUBRIC:  Holistic Rubric Activity class rubric in presentation No. 1. Indicator and Indicator Gradient Activity/The Ability Group that Observed Students participation affectivity in order to direct the objective achievement 4 = first opportunity in question session is used effectively and all question appropriate with the content of presentation 3 = first opportunity in question session is used effectively, but there is one question not appropriate with the content of presentation 2 = first opportunity in question session is used uneffectively (there is one question), but the second I II III IV V

question come in addition session 1 = just one question/suggestion come from the audience, although the discussion session repeat several time 0 = there is no audience that used the question/suggestion opportunity, although already given some opportunity to ask 2. Presentation fluently and attract the audience attention 4 = fluently, not reading/memorize, and interesting 3 = fluently, but a half is reading/memorize, or less interesting 2 = fluently, but tend to read/memorize or not interesting 1 = not fluently 0 = not want to perform

 Analytical Rubric Group assessment rubric learning activity in general on discussion activity No 1. Indicator and Indicator Gradient Activity/The Ability that Group Assessment Observed Affectivity of students participation aimed at topic objectivity attainment 4 = Students activity aimed at target and all of time is use optimally 3 = Students activity aimed at target, but little bit slow 2 = Students activity aimed at target, but slow 1= Students activity less aimed at target I II III

0 = Students activity very deviate from discussion target

 Example of Checklist Approach Rubric: Peer Evaluation of an Oral Presentation No Aspect that will be assessed 1 Spoke clearly, correctly, distinctly, and confidently 2 3 4 5 6 Maintained eye contact Maintained acceptable posture Presentation was interesting Used visual/audio aids well Handled questions and comments from the class very well Total score that achieve Very Good 3 Satisfactory 2 Poor 1

 Example of Rating Scale Rubric Group Performance Rating Scale Directions: Use this form to give feedback about the performance in your group. Circle the appropriate number after each statement. 0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent

1. No one dominated the group discussions. 2. Group members

practiced the cooperative 0 skills.

3. Group members did not use put-downs. 4. Group members were able to accept criticism. 5. Trust developed among group members.

Add all circled numbers for Total Score ___________ (out of 20) A. What I really liked about our group

B. Ideas for improvement

 Example of Descriptive Rubric CATEGORY Language Structure 4 employs complex structures 3 employs consistent 2 shows 1 many has no apparent

and errors in use of understanding of structures

and accurate use of structure

speech; demonstrates sophistication beyond

structures; may a contain a few minor errors that interfere the

that don't

which has been with studied Pronunciation/ Intonation approximates native speech

communication is mostly correct is dominated by interferes with only minor first language flaws with

comprehension

Vocabulary

is accurately

used is

varied

and interferes

with is very poor or inaccurate topic; language may be for first word used; may a target from

with accurate

comprehension

creative variety; reveals breadth

of knowledge

speaker create

language

first language

 Example of Narrative Rubric Score Language Structure employs Pronunciation/ Vocabulary Intonation 6 complex approximates is used accurately with creative variety; reveals breadth of knowledge

structures and speech; native speech demonstrates sophistication a beyond

that which has been studied 5 employs consistent and is accurate use of correct mostly is varied and accurate with minor
6

structures; may contain only

a few minor errors that flaws don't interfere with the communication 4 generally uses correct is influenced by is appropriate structures errors 3 demonstrates inconsistent use an shows strong is simple with some inappropriate use with some first language

of influence from first language

correct structure 2

shows many errors in is dominated by is limited or incorrect use of structure first language apparent interferes with is very poor or inaccurate for topic; of comprehension first language word may be used; speaker may create a target language from first language

has

no

understanding structures

Example question (10 Point) Acidic water can be treated with basic substances to increase its pH, although such a procedure is usually only a temporary cure. Acids from acid rain or other sources are no threat to lakes in areas if the rocks contain limestone (calcium carbonates), which can neutralize the acids. a. How do the limestones neutralize the acids? Write the reaction! b. Calculate the minimum mass of limes (in g), CaO, needed to increase the pH of a small lake containing 4.0 x 109 L from 5.0 to 6.5! (Assumed that all acids in the lake are completely ionized) Answer : Solution

a. The carbonate ions, CO32-, react with H+ ions. If the concentration H+ ions are small, the major product is the bicarbonate ions, HCO3-. However, if the concentration of H+ ions is higher, the major product is H2CO3, decomposing into CO2 and H2O. The reactions are: H+ (aq) + CO32(aq)

(Score: 2)

HCO3- (aq) H2CO3 (aq) CO2 (g) + H2O (l)

(Score : 1) (Score : 1) (Score:1)

HCO3- (aq) + H+ (aq) H2CO3 (aq) Solution

b. The initial and final concentrations of H+ ions in the lake are obtained from their pH values: [H+] initial = 10-5.0 = 1 x 10-5 M (Score:1)

[H+] final = 10-6.5 = 3 x10-7 M (Score:1)

Using the volume of the lake, it can be calculated the number of moles of H+(aq) at both pH values: (1 x 10-5 mole/L) (4.0 x 109 L) = 4.0 x 104 moles (3 x10-7 mole/L) (4.0 x 109 L) = 1.2 x 103 moles Hence the change in the number of H+ ions is: 4.0 x 104 mole - 1.2 x 103 mole = 3.9 x 104 mole. (Score:1) (Score:1) (Score:1)

CaO is very basic and can react with water to produce Ca(OH)2. Neutralization occurs when OH- of Ca(OH)2 react with H+ to form H2O. Thus, 3.9 x 104 moles of H+ require mass of CaO as follow.
8

2H+(aq) + CaO(s)

Ca2+(aq) + H2O(l)

1 Mole of CaO ! v (3,9 v 10 4 mol H  ) ! 1,95 v 10 4 mole CaO 2

mass of CaO ! mole v Mr CaO ! (1,95 v 10 4 mole CaO) v (56.1 g/mole) ! 1,09 v 10 6 g