Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series)

Arter, Judith A.; McTighe, Jay

ISBN 10: 0761975756 / ISBN 13: 9780761975755

Published by Corwin, 2000

About this Item

Seller Inventory # 0761975756-3-27214871

Bibliographic Details

• Title: Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance (Experts In Assessment Series)
• Publisher: Corwin
• Publication Date: 2000
• Language: English
• ISBN 10: 0761975756
• ISBN 13: 9780761975755
• Binding: paperback
• Condition: Good
• Weight: 16 ounces

About this title

Synopsis

A practical guide to more effective assessment for improved student learning

Learn how to be more consistent in judging student performance, and help your students become more effective at assessing their own learning! This book offers a practical approach to assessing challenging but necessary performance tasks, like creative writing, "real-world" research projects, and cooperative group activities.

Judith Arter and Jay McTighe, experts in the field of assessment, wrote Scoring Rubrics in the Classroom to help you achieve three main goals:

• Clarify the targets of instruction, especially for hard-to-define problem solving
• Provide valid and reliable assessment of student learning
• Improve student motivation and achievement by helping students understand the nature of quality for performances and products

Each chapter is framed by an essential question and includes illustrative stories, practical examples, tips and cautions, and a summary of key points and recommended resources for further information. The resources section contains a wealth of rubrics to adopt or adapt.

Teachers and administrators will find this an essential resource in increasing teacher effectiveness and student performance.

Synopsis

This book is a practical guide to the development and use of scoring rubrics in the classroom to achieve three goals. The first goal is clarifying the targets of instruction, especially those that are complex and hard to define such as problem solving, writing, and group process skills. Goal number two is providing valid and reliable assessment of student learning on these same complex and hard assess student outcomes. The third goal is to improve student motivation and achievement by helping students understand the nature of quality for performances and products. Each chapter is framed by an essential question, including illustrative stories, provides practical examples, offers tips and cautions, and concludes with a summary of key points and recommended resources for further information.