Developing Classroom Performance Assessments and Scoring Rubrics - Part II. ERIC Digest.

This Digest addresses developing scoring rubrics, administering performance assessments, and scoring, interpreting, and using results. In developing scoring rubrics, the criteria within the scoring rubric should be clearly aligned with the requirements of the task and the state goals and objectives. They should also be expressed in terms of observable behaviors or product characteristics. Scoring rubrics should be written in specific and clear language, with points that make sense, and a clear separation between score levels. It is also important that the statement of the criteria be fair and free from bias. Recommendations are also offered for administering performance assessments. Explanations of tasks should be clear and consider, and appropriate tools should be available to support the completion of the assessment activity. Scoring rubrics should be explained to students ahead of time. In scoring, interpreting, and using results, guidance is offered for using rates and anchor papers. The connection between the score or grade and the scoring rubric should be immediately apparent. Recommendations in this Digest can guide a teacher from planning, gathering, interpreting, and using, the four phases of classroom assessment. (Contains 10 references.) (SLD)