FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W278492709> ?p ?o ?g. }

• W278492709 endingPage "152" @default.
• W278492709 startingPage "144" @default.
• W278492709 abstract "Abstract Scoring rubrics are useful to serve performance assessment for learning and assessment because they can be created for a variety of subjects and situations. Rubrics look like more suitable and effective tools for summative and formative evaluation because they include qualitative description of the performance criteria. In recent years, rubrics have been accepted as most popular performance-based assessment tools. It has been recomended that rubrics can be used in the new educational program in Turkey which was revised and re-organized in the scoop of constructualism. It has also been stated at annual meeting of Ministry of Education that rubrics should be preferred for all lectures when implementing an effective performance-based assessment. But it is not an easy procedure to develop an effective rubric. Many of educational scientists have studied rubrics and thier properties. This article examines the guidlines and principles from the educational literature that are related to scoring rubrics. The purpose of this article can be summarized as follows: (1) Describe what is a scoring rubric and the different types of scoring rubrics. (2) To put forward the principles of consistent and successful scoring rubrics. (3) To discuss it's instructional design from the point of view of educational literature. (4) To contribute to rubric developers and educational literature aimed at improving the design of classroom assessment rubrics. At the same time, applications, considerations, and suggestion are given with clear examples and templates. Key Words Scoring Rubric, Analytic Rubric, Holistic Rubric. Scoring rubrics are useful to serve performance assessment for learning and assessment because they can be created for a variety of subjects and situations that can show effort, knowledge, skill, and work habits on performans tasks. They contain qualitative the description of performance criteria that works well with in the process of formative and summative evaluation. In recent years, many educational researchers have identified scoring rubrics by designing, defining, examplying, and discussing thier properties and instructional design (e.g., Airasian, 1991, 2000, 2001; Mc Daniel,1994; Popham, 1997; Goodrich, Moore, & Gronlund, 1998; Brookhart, 1999; Goodrich, 2000; Moskal, 2000, 2003; Mertler, 2001; Nitko, 2001; Simon & Giroux, 2001; Tierney & Simon, 2004; Fisher, 2005). This article examines the guidlines and principles in educational literature that are related to scoring rubrics. The purpose of this article can be summarized as follows: Describe what a scoring rubric is and different types of scoring rubrics. To put forward the principles of consistent and successful scoring rubrics. To discuss the instructional design of the rubrics from the point of view of educational literature. To contribute to rubric developers and educational literature aimed at improving the design of classroom assessment rubrics. As a most popular tool of performance assessment, scoring rubrics have been defined by many researchers from the 1990's to 2005. A scoring rubric is defined as a results of researchers, especially Gronland. A scoring rubric is a scoring guideline that describes the characteristics of different levels of performance using scoring or judging a performance through the performance of a task. A scoring rubric has typically three parts; (1) performance criteria, (2) performance level, and (3) performance definition accros scale level. A scoring rubric is usually qualitative and descriptive. It requires using criteria that best describe actual student products. Scoring rubric scales are usually organized as a table that consists of vertical and horizontal axis. Vertical axis contains performance criteria that describe the characteristics of product or performance. Horizontal axis contains headings indicating the increasing levels of perormance towards competency mastery. …" @default.
• W278492709 created "2016-06-24" @default.
• W278492709 creator A5015919984 @default.
• W278492709 date "2007-01-01" @default.
• W278492709 modified "2023-09-26" @default.
• W278492709 title "An Alternative Method in the New Educational Program from the Point of Performance-Based Assessment: Rubric Scoring Scales" @default.
• W278492709 cites W131031393 @default.
• W278492709 cites W147476069 @default.
• W278492709 cites W1493545082 @default.
• W278492709 cites W1497728863 @default.
• W278492709 cites W1524453245 @default.
• W278492709 hasPublicationYear "2007" @default.
• W278492709 type Work @default.
• W278492709 sameAs 278492709 @default.
• W278492709 citedByCount "15" @default.
• W278492709 countsByYear W2784927092012 @default.
• W278492709 countsByYear W2784927092013 @default.
• W278492709 countsByYear W2784927092015 @default.
• W278492709 countsByYear W2784927092016 @default.
• W278492709 crossrefType "journal-article" @default.
• W278492709 hasAuthorship W278492709A5015919984 @default.
• W278492709 hasConcept C111640148 @default.
• W278492709 hasConcept C145420912 @default.
• W278492709 hasConcept C152747807 @default.
• W278492709 hasConcept C15744967 @default.
• W278492709 hasConcept C2524010 @default.
• W278492709 hasConcept C28719098 @default.
• W278492709 hasConcept C33923547 @default.
• W278492709 hasConcept C41008148 @default.
• W278492709 hasConcept C42525527 @default.
• W278492709 hasConcept C53839665 @default.
• W278492709 hasConcept C73126755 @default.
• W278492709 hasConceptScore W278492709C111640148 @default.
• W278492709 hasConceptScore W278492709C145420912 @default.
• W278492709 hasConceptScore W278492709C152747807 @default.
• W278492709 hasConceptScore W278492709C15744967 @default.
• W278492709 hasConceptScore W278492709C2524010 @default.
• W278492709 hasConceptScore W278492709C28719098 @default.
• W278492709 hasConceptScore W278492709C33923547 @default.
• W278492709 hasConceptScore W278492709C41008148 @default.
• W278492709 hasConceptScore W278492709C42525527 @default.
• W278492709 hasConceptScore W278492709C53839665 @default.
• W278492709 hasConceptScore W278492709C73126755 @default.
• W278492709 hasIssue "1" @default.
• W278492709 hasLocation W2784927091 @default.
• W278492709 hasOpenAccess W278492709 @default.
• W278492709 hasPrimaryLocation W2784927091 @default.
• W278492709 hasRelatedWork W10381192 @default.
• W278492709 hasRelatedWork W156765715 @default.
• W278492709 hasRelatedWork W1800006370 @default.
• W278492709 hasRelatedWork W2052114910 @default.
• W278492709 hasRelatedWork W2055985370 @default.
• W278492709 hasRelatedWork W2118605426 @default.
• W278492709 hasRelatedWork W2170690438 @default.
• W278492709 hasRelatedWork W2285106454 @default.
• W278492709 hasRelatedWork W2733484673 @default.
• W278492709 hasRelatedWork W2774402881 @default.
• W278492709 hasRelatedWork W2810272495 @default.
• W278492709 hasRelatedWork W2954660403 @default.
• W278492709 hasRelatedWork W3036622401 @default.
• W278492709 hasRelatedWork W3113381209 @default.
• W278492709 hasRelatedWork W3128821155 @default.
• W278492709 hasRelatedWork W3141281902 @default.
• W278492709 hasRelatedWork W3153169362 @default.
• W278492709 hasRelatedWork W399421943 @default.
• W278492709 hasRelatedWork W617083445 @default.
• W278492709 hasRelatedWork W867300787 @default.
• W278492709 hasVolume "7" @default.
• W278492709 isParatext "false" @default.
• W278492709 isRetracted "false" @default.
• W278492709 magId "278492709" @default.
• W278492709 workType "article" @default.