Home | How It Works | Stats Login | Register         Case: Writing Rubrics My district recently had a practice run of the writing portion of the new state testing (4th grade). To assess the students, we used the rubrics that the state will be using. The problem is that what the state is calling an analytical rubric seems to function much more closely to a holistic rubric. To receive a level 4, the student must have all components (strong introduction, conclusion, etc.). The dilemma comes when the student has a strong introduction with a weak conclusion. Apparently, you are unable to give in between scores, such as a 3.5. How do you address assigning a score to a student who has some strong components, while others are weak or non-existent? Solution: (Rates are posted for this solution!) It is important to remember that rubrics are meant to guide students through a task and provide them relevant feedback. Unfortunately, the district wants to take the reigns of these assessment procedures as well. A level 4 is a huge accomplishment. Their work truly exceeds standard and should meet all of the criteria. That can also be the case for a level three student that "meets" the standard. If they have failed to meet one or two of the "3" criteria then they truly are a "2" and are progressing to the standard!                 Rating The suggested solution is respectful of the individual (student) Yes The suggested solution is relevant to the case Yes The suggested solution is reasonable (easy) for the teacher to implement Yes The suggested solution is likely to solve the problem/issue Yes The suggested solution is original Yes Comments: Thanks for the solution. It seems that it would be much less subjective if it were made into a clear analytical rubric. Rated On: March 13, 2015 6:13 pm Rated By: MateJa