Common Errors when Developing Rubrics:
- Not clearly identifying the behaviors to be assessed.
- Not reviewing the definitions of behaviors with other stakeholders
to assure that the behaviors are understood in the same way.
- Not developing concrete examples of the behaviors that will
be assessed.
- Choosing a scale (e.g., numerical, qualitative) that is not
well-suited to collecting the type of information you need.
- Choosing holistic or analytic scoring inappropriately; for instance,
choosing a holistic scoring approach when you want to collect
assessment information on a number of specific skills and behaviors.
- Not developing clear standards of excellence, or criteria, for
specified performance levels, including clarifying whether you
will use a norm-referenced or criterion-referenced approach.
- Choosing an inappropriate scorer for your assessment. For instance,
students should never be the primary scorers in situations where
the assessment will have a large impact on the students' academic
carerrs.
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