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Name: Date: ANALYTIC RUBRIC - Analytic Rubrics (Also Called Analytic Rating Scales) Require The Scorer To Make

ANALYTIC RUBRIC - Analytic rubrics (also called analytic rating scales) require the scorer to make a judgement about the quality of the descriptors.

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Ronald Dalida
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97 views3 pages

Name: Date: ANALYTIC RUBRIC - Analytic Rubrics (Also Called Analytic Rating Scales) Require The Scorer To Make

ANALYTIC RUBRIC - Analytic rubrics (also called analytic rating scales) require the scorer to make a judgement about the quality of the descriptors.

Uploaded by

Ronald Dalida
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Date:

ANALYTIC RUBRIC - Analytic rubrics (also called analytic rating scales) require the scorer to make
a judgement about the quality of the descriptors. Descriptors or dimensions are listed as they are
for checklist and point system checklist rubrics, however, now the rater must determine the extent to
which each dimension is present or demonstrated. Two different types of analytic rubrics,
QUANTITATIVE and QUALITATIVE, are used to make these analyses. Quantitative talks about the
rating per number, the number of levels on an analytic rubric should be big enough to be effective,
but small enough to be reliable and manageable. As the number of levels increases, the difference
between each level decreases while agreement between the scorers increases (see Figures 1 and
2).

Small-sided Game Play in Volleyball

Name Check (√) to indicate level of performance met.

Criteria/Components/Concepts Seldom Sometimes Frequentl Most


y
1. Calls for the ball when
appropriate
(communicates with
teammates).
2. Uses the correct skill at the
correct
time.
3. Demonstrates the correct court
position when on offense.
4. Demonstrates the correct court
position when on defense.
5. Officiates (calls ins and outs)
using
principles of fair play.
Levels of Performance
Most - Criterion demonstrated 75%+ in small-sided game play.
Frequently - Criterion demonstrated MORE than half of the time in small-sided game play.
Sometimes - Criterion demonstrated in LESS than half of the time in small-sided game play.
Seldom - Doesn't demonstrate criterion in small-sided game play
Figure 1. Quantitative analytic rubric

Personal and Social Development

Criteria
1. Demonstrates safety principles in activity settings.
2. Follows rules, procedures, and etiquette specific to participating in the gymnasium/on the
field.
3. Able to work with a partner to achieve a specific task/goal (cooperation).

Levels of Performance
Exceeding: Always observable
Accomplished: Observable 75% of the time
Developing: Observable 50% of the time
Emerging: Observable less than 50% of the time
Figure 2. Qualitative analytic rubric for personal and social development
HOLISTIC RUBRICS - Holistic rubrics consider all descriptors simultaneously while evaluating
student work. Levels of performance are written that indicate the characteristics that should be
present, as well as a description of the degree of quality for this level. This kind of rubric is
measuring students’ as a whole criterion after criterion. The descriptors are combined into
paragraphs that describe these levels of performance. The statement about number of levels for
analytic rubrics applies to holistic rubrics (see Figures 3).

2 average, satisfactory, apprentice,


developing
HOLISTIC RUBRIC
a written work completed
FOR b routine "almost" memorized
c 5 dribbling/ball-handling skills/tricks
BALL-HANDLING/DRIBBLING d remained in self-space
e minimal contribution to group effort

4 excellent, proficient, distinguished, 1 needs improvement, novice, emerging


exceeding a written work - minimum completion
b reminders necessary
a written work completed
c fewer than 5 dribbling/ball-handling
b routine memorized
skills/tricks
c 7 or more dribbling/ball-handling
d remained in self-space
skills/tricks
e no contribution to group effort
d combination of traveling and dribbling
e positive contribution to group effort
f touch of creativity

3 above average, competent, proficient, 0 incomplete


accomplished a written work - incomplete
b no sequence of events
a written work completed
c unable to repeat routine
b routine memorized
d no contribution to group effort
c 5 dribbling/ball-handling skills/tricks
d some traveling
e positive contribution to group effort
Figure 3.Holistic rubric for dribbling/ball handling routine

RECORD FORM: ON-GOING ASSESSMENT

Ball Handling/Dribbling Routine


Teacher Comments:
a written work completed

b number of skills/tricks

c routine memorized

d traveling and dribbling

e contribution to group

f touch of creativity

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