Design the scoring rubrics
— the assessment form containing an indication of each aspect of the constituted skill to be assessed as a learning objective and a scale of values for each learning objective.Formulate the learning objectives for the assessed skills.
The learning objective is the specific statement describing acceptable performance standards. You can choose the formula you like. The authors suggest using the (1) verb that clearly reflects the desired action/performance/manifestation, and then adding the following standards:
Formulate the achievement levels.
- The conditions under which the skill should be involved;
- The description of the instruments and facilities used;
- The standards: criteria, attitudes, and values.
The levels of reaching the learning objectives (For example, Needs Improvement, Developing, Sufficient, Above Average) and the description of each level's meaning. I suggest here to consider the two types of scales that correspond with two types of rubrics:Holistic
. I suggest considering the highest in hierarchy skill as a holistic learning objective. You can write for it the corresponding holistic rubric that could be used for a higher-level assessment of the student's whole
work. Holistic rubrics usually include only the achievement scale for the all learning objective. It does not focus on each standard of the learning objective.Analytic
. When you go lower in the skill hierarchy, your learning objectives will be more specific, and thus, for them, you can design the analytic rubric. It means that the achievement levels should be described for each standard of the learning objective. While working with analytic rubrics, one will go deeper in analysing different aspects of the student's work. Of course, it will take more time.
Designing learning rubrics for the whole skill hierarchy could take a lot of time when your problem is big. You can start with those you plan to assess in the first task class. As you design the other classes, you will gradually upgrade the learning rubrics.