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About: Rubric is a research topic. Over the lifetime, 7412 publications have been published within this topic receiving 99228 citations. The topic is also known as: rubrics.

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08 Sep 2003
TL;DR: Preface 1 Testing, Assessing, and Teaching What Is a Test?
Abstract: Chapter 1: Assessment Concepts and Issues Assessment and Testing Measurement and Evaluation Assessment and Learning Informal and Formal Assessment Formative and Summative Assessment Norm-Referenced and Criterion-Referenced Tests Types and Purposes of Assessment Achievement Tests Diagnostic Tests Placement Tests Proficiency Tests Aptitude Tests Issues in Language Assessment: Then and Now Behavioral Influences on Language Testing Integrative Approaches Communicative Language Testing Performance-based Assessment Current "Hot Topics" in Classroom-based Assessment Multiple Intelligences Traditional and "Alternative" Assessment Computer-based Testing Other Current Issues Exercises For Your Further Reading Chapter 2: Principles Of Language Assessment Practicality Reliability Student-Related Reliability Rater Reliability Test Administration Reliability Test Reliability Validity Content-Related Evidence Criterion-Related Evidence Construct-Related Evidence Consequential Validity (Impact) Face Validity Authenticity Washback Applying Principles to the Evaluation of Classroom Tests Exercises For Your Further Reading Chapter 3: Designing Classroom Language Tests Four Assessment Scenarios Determining the Purpose of a Test Designing Clear, Unambiguous Objectives Drawing Up Test Specifications Devising Test Items Designing Multiple-Choice Items Administering the Test Scoring, Grading, and Giving Feedback Scoring Grading Giving Feedback Exercises For Your Further Reading Chapter 4: Standards-Based Assessment The Role of Standards in Standardized Tests Standards-Based Education Designing English Language Standards Standards-Based Assessment CASAS and SCANS Teacher Standards The Consequences of Standards-Based and Standardized Testing Test Bias Test-Driven Language and Teaching Ethical Issues: Critical Language Testing Exercises For Your Further Reading Chapter 5: Standardized Testing Advantages and Disadvantages of Standardized Tests Developing a Standardized Test Standardized Language Proficiency Testing Exercises For Your Further Reading Chapter 6: Beyond Tests: Alternatives in Assessment The Dilemma of Maximizing Both Practicality and Washback Performance-Based Assessment Rubrics Portfolios Journals Conferences and Interviews Observations Self- and Peer-Assessments Types of Self- and Peer-Assessment Guidelines for Self- and peer-Assessment A Taxonomy of Self- and Peer-Assessment Tasks Exercises For Your Further Reading Chapter 7: Assessing Listening Integration of Skills in Language Assessment Assessing Grammar and Vocabulary Observing the Performance of the Four Skills The Importance of Listening Basic Types of Listening Micro- and Macroskills of Listening Designing Assessment Tasks: Intensive Listening Recognizing Phonological and Morphological Elements Paraphrase Recognition Designing Assessment Tasks: Responsive Listening Designing Assessment Tasks: Selective Listening Listening Cloze Information Transfer Sentence Repetition Designing Assessment Tasks: Extensive Listening Dictation Communicative Stimulus-Response Tasks Authentic Listening Tasks Exercises For Your Further Reading Chapter 8: Assessing Speaking Basic Types of Speaking Micro- and Macroskills of Speaking Designing Assessment Tasks: Imitative Speaking Versant (R) Designing Assessment Tasks: Intensive Speaking Directed Response Tasks Read-Aloud Tasks Sentence/Dialogue Completion Tasks and Oral Questionnaires Picture-Cued Tasks Translation (of Limited Stretches of Discourse) Designing Assessment Tasks: Responsive Speaking Question and Answer Giving Instructions and Directions Paraphrasing Test of Spoken English (TSE (R)) Designing Assessment Tasks: Interactive Speaking Interview Role Play Discussions and Conversations Games ACTFL Oral Proficiency Interview (OPI) Designing Assessments: Extensive Speaking Oral Presentations Picture-Cued Story-Telling Retelling a Story, News Event Translation (of Extended Prose) Exercises For Your Further Reading Chapter 9: Assessing Reading Genres of Reading Microskills, Macroskills, and Strategies for Reading Types of Reading Designing Assessment Tasks: Perceptive Reading Reading Aloud Written Response Multiple-Choice Picture-Cued Items Designing Assessment Tasks: Selective Reading Multiple Choice (for Form-Focused Criteria) Matching Tasks Editing Tasks Picture-Cued Tasks Gap-Filling Tasks Designing Assessment Tasks: Interactive Reading Cloze Tasks Impromptu Reading Plus Comprehension Questions Short-Answer Tasks Editing (Longer Texts) Scanning Ordering Tasks Information Transfer: Reading Charts, Maps, Graphs, Diagrams Designing Assessment Tasks: Extensive Reading Skimming Tasks Summarizing and Responding Note-Taking and Outlining Exercises For Your Further Reading Chapter 10: Assessing Writing Genres of Written Language Types of Writing Performance Micro- and Macroskills of Writing Designing Assessment Tasks: Imitative Writing Tasks in [Hand] Writing Letters, Words, and Punctuation Spelling Tasks and Detecting Phoneme-Grapheme Correspondences Designing Assessment Tasks: Intensive (Controlled) Writing Dictation and Dicto-Comp Grammatical Transformation Tasks Picture-Cued Tasks Vocabulary Assessment Tasks Ordering Tasks Short-Answer and Sentence Completion Tasks Issues in Assessing Responsive and Extensive Writing Designing Assessment Tasks: Responsive and Extensive Writing Paraphrasing Guided Question and Answer Paragraph Construction Tasks Strategic Options Scoring Methods for Responsive and Extensive Writing Holistic Scoring Primary Trait Scoring Analytic Scoring Beyond Scoring: Responding to Extensive Writing Assessing Initial Stages of the Process of Composing Assessing Later Stages of the Process of Composing Exercises For Your Further Reading Chapter 11: Assessing Grammar and Vocabulary Assessing Grammar Defining Grammatical Knowledge Designing Assessment Tasks: Selected Response Multiple-Choice (MC) Tasks Discrimination Tasks Noticing Tasks or Consciousness Raising Tasks Designing Assessment Tasks: Limited Production Gap-filling Tasks Short Answer Tasks Dialogue Completion Tasks Designing Assessment Tasks: Extended Production Information-gap Tasks Role Play or Simulation Tasks Assessing Vocabulary The Nature of Vocabulary Defining Lexical Knowledge Some Considerations in Designing Assessment Tasks Designing Assessment Tasks: Receptive Vocabulary Designing Assessment Tasks: Productive Vocabulary Exercises For Your Further Reading Chapter 12: Grading and Student Evaluation Philosophy of Grading: What Should Grades Reflect? Guidelines for Selecting Grading Criteria Methods for Calculating Grades Teachers' Perceptions of Appropriate Grade Distributions Institutional Expectations and Constraints Cross-Cultural Factors and the Question of Difficulty What Do Letter Grades "Mean"? Calculating Grades Alternatives to Letter Grading Some Principles and Guidelines for Grading and Evaluation Exercises For Your Further Reading Appendix: Commercial Tests Glossary Bibliography Name Index Subject Index

2,731 citations

13 Dec 1999
TL;DR: In this article, the authors discuss the importance of Learner-centered teaching from the view of Prominent Leaders in Higher Education and present a framework for developing a learner-centred perspective.
Abstract: Most chapter include "Looking Ahead," "Try Something New," and "References." I.DEVELOPING A LEARNER-CENTERED PERSPECTIVE. 1.Experiencing a Paradigm Shift Through Assessment. Teacher-Centered and Learner-Centered Paradigms of Instruction. A Systems Perspective on Learner-Centered Teaching. Definition of Assessment. Elements of the Assessment Process. A Brief History of the Assessment Movement in Higher Education. Assessment and the Improvement of Undergraduate Education. Learner-Centered Assessment and Time. Figure 1-1: Importance of Learner-Centered Teaching from the Viewpoint of Prominent Leaders in Higher Education. Figure 1-2: Comparison of Teacher-Centered and Learner-Centered Paradigms. Figure 1-3: The Assessment Process. Figure 1-4: Abbreviated Statement of W. Edwards Deming's Fourteen Points for Continuous Improvement. Figure 1-5: Deming's Fourteen Points Adapted for Education. Figure 1-6: Attributes of Quality Undergraduate Education: What the Research Says. Figure 1-7: Allocation of Professor's Time/Effort/Emphasis in Teacher-Centered and Learner-Centered Paradigms. 2.Understanding Hallmarks of Learner-Centered Teaching and Assessment. Learners Are Actively Involved and Receive Feedback. Learners Apply Knowledge to Enduring and Emerging Issues and Problems. Learners Integrate Discipline-Based Knowledge and General Skills. Pause for an Example: Differences between Typical Teaching Practice and the First Three Hallmarks. Learners Understand the Characteristics of Excellent Work. Learners Become Increasingly Sophisticated Learners and Knowers. Professors Coach and Facilitate, Intertwining Teaching and Assessing. Professors Reveal That They Are Learners, Too. Learning Is Interpersonal, and All Learners - Students and Professors - Are Respected and Valued. Figure 2-1: Hallmarks of Learner-Centered Teaching. Figure 2-2: A Learner-Centered Example from Business Management. Figure 2-3: A Learner-Centered Example from Construction Engineering. Figure 2-4: A Learner-Centered Example from Forestry. Figure 2-5: A Learner-Centered Example from Mathematics. Figure 2-6: A Learner-Centered Example from Sociology. 3.Applying Principles of Good Practice in Learner-Centered Assessment. Principles of Good Assessment Practice. Key Questions to Consider When Establishing or Evaluating an Assessment Program. Figure 3-1: Principles of Good Practice for Assessing Student Learning. Figure 3-2: Hallmarks of Successful Assessment Programs to Assess Student Academic Achievement. Figure 3-3: Sample Matrix for Assessment Planning, Monitoring, or Reporting. Figure 3-4: Suggested Roles for Administrators in Assessment. Figure 3-5: Key Elements in an Assessment Plan. II.IMPLEMENTING A LEARNER-CENTERED PERSPECTIVE. 4.Setting Direction with Intended Learning Outcomes. Intended Learning Outcomes. Benefits of Formulating Intended Learning Outcomes. Characteristics of Effective Intended Learning Outcomes. Figure 4-1: Benefits of Formulating Intended Learning Objectives. Figure 4-2: Characteristics of Effective Intended Learning Outcomes. Figure 4-3: The College of St. Scholastic Mission and General Education Outcomes. Figure 4-4: Babson College Mission and Competencies. Figure 4-5: Rutgers University Mission and University-Wide Learning Goals. Figure 4-6: Southern West Virginia Community and Technical College Mission and Learning Outcomes. Figure 4-7: Plan for Designing and Delivering Learning Outcomes. Figure 4-8: Relationship among Institutional, Program, and Course Outcomes: Example 1. Figure 4-9: Relationship among Institutional, Program, and Course Outcomes: Example 2. 5.Using Feedback from Students to Improve Learning. Techniques for Collecting Feedback from Students. Enhancing the Process of Gathering and Interpreting Feedback from Students. Figure 5-1: Sample Fast Feedback Questionnaire. Figure 5-2: Sample Plus/Delta Feedback Form. Figure 5-3: Sample Critical Incident Questionnaire (CIQ). Figure 5-4: Sample Redesigned Course Evaluation Form. Figure 5-5: Guidelines for Gathering Feedback from Students. Figure 5-6: Guidelines for Interpreting Feedback from Students. 6.Using Rubrics to Provide Feedback to Students. The Role of Feedback in Student Learning. Using Assessment to Promote Learning. Rubrics Defined. Elements of a Useful Rubric. Using Rubrics to Reveal Important Information. Developing Useful Rubrics. Questions That Emerge after Using Rubrics. Enhancing the Process of Giving Feedback to Students. Figure 6-1: Rubric for Oral Communication in a Graduate Program. Figure 6-2: Program Rubric for Engine Design Project. Figure 6-3: Rubric for Economic Bill Writing Project. Figure 6-4: Student Worksheet for Developing Assessment Criteria. Figure 6-5: Alternate Form of Rubric for Engine Design Project. Figure 6-6: Developing Useful Rubrics: Questions to Ask and Actions to Implement. Figure 6-7: Determining the Criteria That Characterize Excellent Work. Figure 6-8: Deciding on the Levels of Achievement to Use. Figure 6-9: Developing Commentaries for Each Cell in the Rubric. Figure 6-10: Incorporating Weighting Factors into Alternate Engine Design Rubric. Figure 6-11: Additional Questions/Actions When Developing Rubrics for Specific Assignments. Figure 6-12: Problem Solving Rubric. Figure 6-13: Habits of Mind Rubric. Figure 6-14: Guidelines for Effective Feedback Discussions. Figure 6-15: Questioning Techniques to Support Useful Feedback. Appendix: Team Players. 7.Assessing Students' Ability to Solve Problems and Think Critically. Ill-Defined Problems. Benefits of Attempting to Solve Ill-Defined Problems. Essential Components of Critical Thinking and Problem Solving. Using Assessment to Develop Critical-Thinking and Problem Solving. Effective Assessment Formats. Characteristics of an Exemplary Assessment Task. Developing an Effective Assessment Task. Figure 7-1: A Comparison of Well- and Ill-Structured Problems. Figure 7-2: Assessment in History. Figure 7-3: Assessment in Biology. Figure 7-4: assessment in Mathematics 1. Figure 7-5: Assessment in Mathematics 2. Figure 7-6: Assessment in Chemistry. Figure 7-7: Assessment in Psychology. Figure 7-8: Assessment in Engineering. Figure 7-9: Three of King & Kitchener's (1994) Stages in the Development of Reflective Thinking. Effective Assessment Formats. Eight Characteristics of an Exemplary Assessment Task. Questions to Ask When Developing an Effective Assessment Task. 8.Using Portfolios to Promote, Support, and Evaluate Learning. Types of Portfolios. Using Portfolios in Assessment. Using Selection Portfolios to Promote and Support Learning. Promoting Learning with Portfolios: Professors and Students in Partnership. Promoting Learning with Portfolios: Professors and Other Stakeholders in Partnership. Benefits to Professors of Using Portfolios. Benefits to Students of Using Portfolios. Questions to Ask When Planning to Use Portfolios in Assessment. Figure 8-1: Portfolio Goals and Related Entries. Figure 8-2: Sample Student Reflection Assignment. Figure 8-3: Self-Assessment Rubric from Alverno College. Figure 8-4: Benefits to Professors of Using Portfolios. Figure 8-5: Benefits to Students of Using Portfolios. Figure 8-6: Questions to Ask When Using Portfolios in Assessment. 9.Shifting the Paradigm: Individual and Organizational Implications. Issues in Making the Paradigm Shift. Individual vs. Campus Reform. Creating an Assessment Mindset. Making a Commitment to Change. Figure 9-1: Sample Teacher Learning Adult.

1,083 citations

Journal ArticleDOI
TL;DR: The guidelines have been simplified for ease of understanding by authors, to make it more straightforward for peer reviewers to check compliance and to facilitate the curation of the journal's efforts to improve standards.
Abstract: This article updates the guidance published in 2015 for authors submitting papers to British Journal of Pharmacology (Curtis et al., 2015) and is intended to provide the rubric for peer review. Thus, it is directed towards authors, reviewers and editors. Explanations for many of the requirements were outlined previously and are not restated here. The new guidelines are intended to replace those published previously. The guidelines have been simplified for ease of understanding by authors, to make it more straightforward for peer reviewers to check compliance and to facilitate the curation of the journal's efforts to improve standards.

1,070 citations

Journal ArticleDOI
TL;DR: For instance, at the Modern Language Association (MLA) convention in 1978, a multi-session forum called "Presence, Knowledge, and Authority in the Teaching of Literature" as mentioned in this paper was organized, which included a discussion of the authority and structure of the collaborative classroom structure of "interpretive communities."
Abstract: eighth or ninth on a list of ten items. Last year it appeared again, first on the list. Teachers of literature have also begun to talk about collaborative learning, although not always by that name. It is viewed as a way of engaging students more deeply with the text and also as an aspect of professors' engagement with the professional community. At its 1978 convention the Modern Language Association scheduled a multi-session forum entitled "Presence, Knowledge, and Authority in the Teaching of Literature." One of the associated sessions, called "Negotiations of Literary Knowledge," included a discussion of the authority and structure (including the collaborative classroom structure) of "interpretive communities." At the 1983 MLA convention collaborative practices in reestablishing authority and value in literary studies were examined under such rubrics as "Talking to the Academic Community: Conferences as Institutions" and "How Books 11 and 12 of Paradise Lost Got to be Valuable" (changes in interpretive attitudes in the community of Miltonists). In both these contexts collaborative learning is discussed sometimes as a process that constitutes fields or disciplines of study and sometimes as a pedagogical tool that "works" in teaching composition and literature. The former discussion, often highly theoretical, usually manages to keep at bay the more

1,018 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the benefits of using scoring rubrics in performance assessments, such as increased consistency of scoring, the possibility to facilitate valid judgment of complex competencies, and promotion of learning.

986 citations

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