Dimensions
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Beginning Rubric
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Draft Rubric
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Quality Rubric
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Exemplar Rubric
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Descriptors-refers to the statements used to describe each heading.
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Descriptors are unrelated to dimension.
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Descriptors are vague and difficult to understand, leaving too much to student interpretation.
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Descriptors are written in clear terms that convey teacher
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Descriptors are written in concise and clear terms that completely describe the dimensions and provide an anchor of what is expected from students at each level.
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Focus on attributes that can be easily counted. Quantitative, value-laden and subjective statements (i.e. some, 1 example, and fair), with overemphasis on what is not evident.
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Combination of descriptive as well as, quantitative, value-laden statements (i.e. 2 examples, good, abundant) with lower levels written in terms of what is not evident.
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Emphasis on accurate statements that avoid missing or negative terms.
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Emphasis on precise, concrete and descriptive statements with all levels written in terms of what is evident.
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Descriptors are missing.
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Descriptors are difficult to identify and may be missing at different levels.
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Descriptors are identified and present at each level.
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Descriptors are clearly identified and present at each level.
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Content-refers to the information in the descriptors.
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Content of the rubric focuses on something unrelated to the assessment. The reader cannot infer what the learner will be doing.
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Content of the rubric provides a partial view of the assessment. The reader can infer the topic or general area regarding the learner’s focus.
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Content of the rubric provides an overview of the assessment. The reader can infer general and specific criteria about the learner’s focus.
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Rubric provides a detailed account of the assessment at each level. The reader can infer (or is told explicitly) the learner’s focus.
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Levels-refers to the scale of the rubric.
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The rubric contains only one level or the descriptors at adjacent levels appear to be copied and pasted, with only one or two words changed.
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Unequal difference between the descriptors at adjacent levels hinders student self-evaluation and correction.
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Descriptors at adjacent levels progress in even steps toward achievement.
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Descriptors provide scaffolding by describing an evenly graduated progression toward excellence.
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Level titles or images at the lower end are insulting or demeaning to the person rather than descriptive of student work.
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Level titles focus learner/ user on grade (F, C/D, B, A).
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Level titles focus learner/user on the grade and identify the levels of achievement (i.e. proficient) or a real world equivalent.
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Level titles use terms which show respect for the learner /user while accurately critiquing performance on the task.
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The number of levels leads to artificial, non-existent, or trivial differences in descriptors.
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The number of levels does not permit sufficient distinction in quality of student work.
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The number of levels is determined by external constraints (grades, outside agencies, “we always use four levels”) rather than distinctions in student performance.
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The number of levels is dictated by concrete, non-trivial differences in student performance.
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