Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students' Reasoning of Complex Science Concepts

Autor/inn/en	Jescovitch, Lauren N.; Scott, Emily E.; Cerchiara, Jack A.; Doherty, Jennifer H.; Wenderoth, Mary Pat; Merrill, John E.; Urban-Lurain, Mark; Haudek, Kevin C.
Titel	Deconstruction of Holistic Rubrics into Analytic Rubrics for Large-Scale Assessments of Students' Reasoning of Complex Science Concepts
Quelle	In: Practical Assessment, Research & Evaluation, 24 (2019) 7, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-7714
Schlagwörter	Scoring Rubrics; Measurement; Logical Thinking; Scientific Concepts; Holistic Approach; Undergraduate Students; Physiology; Student Evaluation; Responses; Systems Approach + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Messverfahren; Holistischer Ansatz; Physiologie; Schulnote; Studentische Bewertung; Systemischer Ansatz
Abstract	Constructed responses can be used to assess the complexity of student thinking and can be evaluated using rubrics. The two most typical rubric types used are holistic and analytic. Holistic rubrics may be difficult to use with expert-level reasoning that has additive or overlapping language. In an attempt to unpack complexity in holistic rubrics at a large scale, we have developed a systematic approach called deconstruction. We define deconstruction as the process of converting a holistic rubric into defining individual conceptual components that can be used for analytic rubric development and application. These individual components can then be recombined into the holistic score which keeps true to the holistic rubric purpose, while maximizing the benefits and minimizing the shortcomings of each rubric type. This paper outlines the deconstruction process and presents a case study that shows defined concept definitions for a hierarchical holistic rubric developed for an undergraduate physiology-content reasoning context. These methods can be used as one way for assessment developers to unpack complex student reasoning, which may ultimately improve reliability and validation of assessments that are targeted at uncovering large-scale complex scientific reasoning. (As Provided).
Anmerkungen	Dr. Lawrence M. Rudner. e-mail: editor@pareonline.net; Web site: http://pareonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01