Teachers' Use of Rubrics to Score Non-traditional Tasks: Factors Related to Discrepancies in Scoring

Autor/inn/en	Meier, Sherry L.; Rich, Beverly S.; Cady, JoAnn
Titel	Teachers' Use of Rubrics to Score Non-traditional Tasks: Factors Related to Discrepancies in Scoring
Quelle	In: Assessment in Education: Principles, Policy and Practice, 13 (2006) 1, S.69-95 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Mathematics Teachers; Scoring Rubrics; Educational Practices; Knowledge Base for Teaching; Grade 8; Educational Principles; Research Methodology; Interrater Reliability; Test Validity; Performance Factors; Portfolio Assessment + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Scoring formulas; Auswertungsbogen; Bildungspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; School year 08; 8. Schuljahr; Schuljahr 08; Bildungsprinzip; Research method; Forschungsmethode; Interrater-Reliabilität; Testvalidität; Leistungsindikator; Portfoliobeurteilung
Abstract	This study considered middle school mathematics teachers use of rubrics to score non-traditional tasks. A group of eighth-grade teachers attended a two-day workshop where they evaluated assessment tasks and discussed the use of an associated scoring rubric. Scored samples of student work submitted by the teachers indicated that they had difficulty using the rubrics for scoring. When compared to expert ratings, all except one teacher had discrepancies in scoring and some discrepancies indicated major problems. These discrepancies appear to be related to whether the task contained familiar or unfamiliar content and the mix of procedure and explanation the task required. Several other factors related to discrepancies, such as leniency errors, teacher knowledge, and the halo effect are also discussed. With the expanded use of rubrics in many arenas, these results show the need for more professional development related to rubric use. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10