Analytic Versus

Holistic Rubrics

Vanessa E. Asaias

At the end of the lesson, the students are expected to:

1. differentiate between analytic and holistic rubrics;

2. point out the factors to be considered in choosing the type of rubric to use;

3. determine the appropriate number of the levels of performance in a rubric.

Analytic Rubrics Holistic Rubrics

• identify and assess components of a finished product

• assess student work as a whole

• articulate levels of performance for each criterion

• do not list separate levels of performance for each criterion

• give diagnostic information to the teacher and formative feedback to students

• provide single overall score that does not communicate information about what to do to improve

Example 1:Analytic Rubric

(Product-Oriented Performance Based Assessment)

Example 1:Analytic Rubric

(Product-Oriented Performance Based Assessment)

Mrs. Cruz prepares an analytic rubric for technical writing. She decides on the following five criteria:• Organization/Format•Content•Writing Conventions•Research and Interpret Data/Information•Appropriate Vocabulary

The rubric has three levels of performance ( Advanced, Adept, Unacceptable).

Example 1:Analytic Rubric

(Product-Oriented Performance Based Assessment)

Example 1:Analytic Rubric

(Product-Oriented Performance Based Assessment)

Subjects: Science, Writing

Number of scales: 5

Number of Scale Points: 3

Secondary Level: Third Year High School

Criteria Advanced (2) Adept (1) Unacceptable (0) Score

I.Organization/ Format

Organizes material in a clear, appropriate and precise manner.

Organizes material in an appropriate manner, but may lack some clarity or consistency. Presents basic information but may have extraneous material.

Little evidence of cohesive plan. Little or no description of detail. Ideas seem scrambled, jumbled or disconnected.

II.Content

Material content is clear, relevant, accurate and concise.

Material is appropriate, but may lack a clear connection to the purpose.

Little evidence of appropriate content.

III.Writing Conventions

Enhances the readability of the paper.

Minor errors are present, but they do not detract form the reliability of the paper.

Incorrectly interprets data or information with little or no analysis or conclusion. Little or no evidence of research presented.

Criteria Advanced (2) Adept (1) Unacceptable (0) Score

IV.Research and Interpret Data/ Information

Correct interpretation of data or information. Analysis and conclusion are based on research.

Correctly interprets data or information, but analysis or conclusion may not be supported by research.

Incorrectly interprets data or information with little or no analysis or conclusion. Little or no evidence of research presented.

V. Appropriate Vocabulary

Articulates vocabulary and terms associated with the subject matter.

Some inappropriate vocabulary present, or limited use of appropriate vocabulary.

Inappropriate vocabulary and use occurs.

Example 2:Holistic Rubric

(Product-Oriented Performance Based Assessment)

Example 2:Holistic Rubric

(Product-Oriented Performance Based Assessment)

Mr. Reyes, a grade six teacher, is planning a unit on the topic of data analysis, focusing on the skills of estimation and interpretation of graphs. Specifically, at the end of this unit, he wants to be able to assess his students’ mastery of the following instructional objectives:• Students will properly interpret a bar graph.• Students will accurately estimate values from within a bar graph.

Example 2:Holistic Rubric

(Product-Oriented Performance Based Assessment)

Example 2:Holistic Rubric

(Product-Oriented Performance Based Assessment)

Subject: Mathematics

Elementary Level: Grade Six

Number of Scale Points: 5

Name: ______________________ Date: __________

Score Description 4 Makes accurate estimations. Uses appropriate

mathematical operations with no mistakes. Draws logical conclusions supported by graph. Sound explanations of thinking.

3 Makes good estimations. Uses appropriate mathematical operations with few mistakes. Draws logical conclusions supported by graph. Good explanations of thinking.

2 Attempts estimations, although many inaccurate. Uses inappropriate mathematical operations , but no

mistakes. Draws conclusions not supported by graph. Offers little explanation.

1 Makes inaccurate estimations. Uses inappropriate mathematical operations. Draws no conclusions related top graph. Offers no explanations of thinking.

0 no response; task not attempted

Example 3:Analytic Rubric

(Process-Oriented Performance Based Assessment)

Example 3:Analytic Rubric

(Process-Oriented Performance Based Assessment)

Subjects: Science

Number of scales: 5

Number of Scale Points: 4

Secondary Level: Third Year High School

Example 4:Holistic Rubric

(Process-Oriented Performance Based Assessment)

Example 4:Holistic Rubric

(Process-Oriented Performance Based Assessment)

Subject: English

Elementary Level: Grade Six

Number of Scale Points: 4

4 Student presents strong, cohesive, and clear argument with well-connected and organized sentences. Student uses a range of specific vocabulary and grammatical forms to convey message. May contain a few minor errors in vocabulary and grammar that do not impact meaning.

3 Student presents a cohesive and clear argument with complex and complete sentences. Student uses appropriate vocabulary and grammatical forms to convey message. Contains several errors in vocabulary and grammar that lead to easily-clarified misunderstandings.

2 Student presents a mostly cohesive and clear argument with complete sentences. Student uses mostly appropriate vocabulary and forms. Speech contains significant errors in vocabulary and grammar that impair comprehension. Misunderstandings are resolved in the target language.

1 Argument is vague or incoherent, and is presented in simple sentences. Student uses very basic vocabulary and grammar forms, and speech includes major errors that impact comprehension. Misunderstandings must be resolved in the L1 or aren’t resolved at all.

Holistic Rubric

When to use analytic rubrics?

When to use holistic rubrics?

• substantial feedback to students is desired

• an overall, summative score is the goal

• fairly focused type of response is required

• there is no single correct answer/responses to a task

• necessary to assess each criteria separately

• quick or gross judgment needs to be made

How many levels of performance should be included in a rubric?

In an oral presentation rubric, amount of eye contact is an important criterion. Performance on that criterion could be judged along three levels of performance: never, sometimes, always.

Start small!

Makes eye contact with audience

never sometimes always

If you cannot effectively discriminate among student performance with just three levels, you can expand the number of levels of performance to include never, rarely, sometimes, usually and always.

Start small!

Makes eye contact with audience

never rarely sometimes usually always

For a holistic rubrics, start with a small number of categories. You might limit your broad judgments to

• satisfactory• unsatisfactory• not attempted

or• check-plus• check• no check

or even just• satisfactory• unsatisfactory

Start small!

References

1. De Guzman-Santos, R. Ph.D. (2007). Advanced methods in

educational assessment. Quezon City: Lorimar

Publishing, Inc.

2. Nitko, A., & Brookhart, S. (2011). Educational assessment of students. Boston, MA: Pearson Educational , Inc.

3. Raagas E.(2010).Assessment and evaluation of

student learning. Cagayan de Oro City. Philippines:

ELT DATstaT Analysis Center.

4. http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

5. http:/www.carla.umn.edu/assessment/vac/evaluation/e 1.html